Academic literature on the topic 'School discipline plan'
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Journal articles on the topic "School discipline plan"
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Tohir, Mohd. "Upaya Meningkatkan Disiplin Tenaga Pendidik Melalui Penerapan Metode Penugasan." Jurnal Daya Saing 3, no. 3 (October 15, 2017): 291–94. http://dx.doi.org/10.35446/dayasaing.v3i3.117.
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Abstract: Teacher discipline is a requirement in implementing the learning plan in school. Teachers become the spearhead of service required to be an example and role model for learners. Examples and examples of this teacher can be seen from the discipline of teachers in implementing the work plan of teaching and learning in schools. Through classroom action research using assignment method by applying 3 cycles and data analyzed descriptively it can be proven that the assignment method for the teacher in the form of assignment of the implementation of the lesson plan by giving the award proves the gradual improvement of teacher work discipline in school.
Keywords: Discipline of educator, method of assignment
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Jinot, Belle Louis. "The Causes of a Lack of Discipline among Secondary School Learners in Mauritius." Mediterranean Journal of Social Sciences 9, no. 1 (January 1, 2018): 35–46. http://dx.doi.org/10.2478/mjss-2018-0003.
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AbstractA lack of learners’ discipline is a major school problem in secondary schools in Mauritius. The study aims at determining and examining the main causes of this problem in the context of Mauritius. Qualitative data were collected from learners, educators, principals and parents of four secondary schools by using focus group interviews and individual face-to-face interviews. By using content analysis, the study revealed that the causes of learners’ lack of discipline originate from the family (the parenting style, working parents, ineffective parental discipline and the dysfunctional family), the learners’ attitudes to education and schooling, the educators’ attitudes to their role of maintaining learner discipline, the principals’ lack of authority and leadership in managing learner discipline and the influence of peer group in the school setting. The study shows that all the stakeholders of the school community are responsible for the deterioration of learner discipline in secondary schools. It recommends that there should be a decentralisation of learner discipline strategies from the Ministry of Education to the secondary school principals who should be empowered to set up their institutional school discipline plan.
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McIntosh, Kent, Kathleen Ellwood, Lisa McCall, and Erik J. Girvan. "Using Discipline Data to Enhance Equity in School Discipline." Intervention in School and Clinic 53, no. 3 (June 11, 2017): 146–52. http://dx.doi.org/10.1177/1053451217702130.
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There is a longstanding and pressing challenge regarding overuse of exclusionary discipline (e.g., office discipline referrals, suspensions) for students of color and students with disabilities. Moreover, many common efforts to address the problem have not been shown to enhance equity in school discipline. This article describes a promising four-step approach, described in the freely available PBIS Disproportionality Data Guide, for using school discipline data to identify specific interactions that are more susceptible to the effects of implicit bias on decision making and change the environment to meet the needs of all students. A case study is included that identified disproportionality for physical aggression on the playground as a primary source of overall disproportionality and implemented a plan that included elements of explicit instruction and cultural responsiveness. Results showed a consistent decrease in discipline disproportionality over time.
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Ban, John R. "A Lesson Plan Approach for Dealing with School Discipline." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 5 (June 1994): 257–60. http://dx.doi.org/10.1080/00098655.1994.9956081.
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McIntosh, Kent, Keith Smolkowski, Cody M. Gion, Lauren Witherspoon, Eoin Bastable, and Erik J. Girvan. "Awareness Is Not Enough: A Double-Blind Randomized Controlled Trial of the Effects of Providing Discipline Disproportionality Data Reports to School Administrators." Educational Researcher 49, no. 7 (July 8, 2020): 533–37. http://dx.doi.org/10.3102/0013189x20939937.
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One commonly used strategy used in attempts to decrease racial disproportionality in school discipline across the country is sharing data with school administrators that discipline disparities are a problem in their schools with the assumption that it will increase attention to equity and improve outcomes. The purpose of this study was to assess the effects of providing monthly disciplinary equity reports to school administrators in 35 schools on levels of (a) disciplinary equity report viewing, (b) disciplinary equity, and (c) inclusion of disciplinary equity into school improvement plan goals. We used a small, double-blind randomized controlled trial in which half of the schools were randomly assigned to receive either monthly disciplinary equity reports or monthly general discipline reports. Results showed that schools receiving the equity reports had significantly increased rates of viewing equity reports but no meaningful change in disciplinary equity or equity goal setting.
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Ayu amruni, Ayu Amruni Damayanti, Siti Maryam, Retno Septiani, Thifal Khansa Nabila, Roihan Sadad, and Ayu Apriliana Dewi. "PENGELOLAAN PEMBINAAN KEDISIPLINAN PESERTA DIDIK DI SMK 1 MUHAMMADIYAH SANGATTA UTARA." Jurnal Sosial Humaniora dan Pendidikan 1, no. 2 (May 18, 2022): 118–24. http://dx.doi.org/10.55606/inovasi.v1i2.331.
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ABSTRACT
The writing of this article is motivated by the problem of students who are less disciplined at school. The causal factors are fixed very variously. Consequently, this article aims to describe the management of student discipline development in SMK 1 Muhammadiyah. In writing, this article is a type of qualitative descriptive research. Data collection techniques using interviews, observation, and documentation. While the analysis tool is to uses data condensation, presenting data, and drawing and drawing conclusions. This study shows that the management of disciplinary development is contained in a corrective plan through steps that are applied to students with problems. Organizing is carried out in collaboration between BK teachers, student affairs, and homeroom teachers. Students often encounter implementation through socialization with various media or the right way. Supervision is carried out in two ways by the principal, namely field observations and receipt of weekly and monthly reports. Based on the explanation above, the role of school personnel in fostering student discipline at SMK 1 Muhammadiyah North Sumatra can primarily be categorized as "good" at this time. This research can be recommended to school personnel to pay more attention and monitor and provide discipline guidance to students to be more disciplined in school.
Keywords: student coaching, discipline management
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Sinicrope, Rose. "Tips for Beginners: Tips on Discipline." Mathematics Teacher 85, no. 4 (April 1992): 276. http://dx.doi.org/10.5951/mt.85.4.0276.
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The first year I was given a lesson-plan book to use for teaching, I was bewildered. My plans could not possibly fit into those two-inch-by-three-inch rectangles. Besides, we were also required to submit weekly lesson plans, which included a list of performance objectives, activities, materials, and assignments. I decided to use the plan book as a type of appointment calendar in which I would note changes in the school day, special assemblies, fire drills, meetings with counselors, and conferences with parents. To keep my materials organized, I stored my weekly lesson plans in the back of the lesson-plan book. But extra space still remained. Then I discovered what, for me, became a very effective tool in classroom management.
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Jinot, Belle Louis. "Barriers to the Effective Implementation of Behavioural Strategies by Principals of State Secondary Schools in Mauritius." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 9–18. http://dx.doi.org/10.2478/mjss-2018-0110.
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Abstract One of the leadership role of the secondary school principal is learner discipline management. However, in the context of Mauritius, the behavioural strategies that they implement are found to be ineffective due to various barriers. This study examines the current barriers that are imbedded into the education system and which are obstacles to effective learner discipline management. A qualitative research approach was adopted in order to collect data on the barriers among principals, educators, parents, superintendents and learners. It was found that political interference of parents, the universal free transport system, too much bureaucracy when reporting cases of indiscipline to the Ministry of Education, a lack of collaboration between educators, the school superintendent and the principal, and a lack of parental involvement in learner discipline management in schools are the main barriers to the effective implementation of behavioural strategies by principals in the state secondary schools in Mauritius. Based on the findings, the study recommends that the Ministry of Education rethink about the educational policies in terms of free transport for learners and that the school principal, along with the parents, educators, learners and superintendent, sets up a school discipline plan that would adopt a collaborative management of the problem of learner discipline.
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Adhar, Adhar. "PERAN SERTIFIKASI UNTUK MENINGKATKAN MOTIVASI DAN KEDISIPLINAN GURU DALAM MELAKSANAKAN PEMBELAJARAN." Jurnal Ilmiah Islam Futura 13, no. 1 (August 1, 2013): 71. http://dx.doi.org/10.22373/jiif.v13i1.573.
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This paper examines the relevance of the discipline teacher certification in motivating teachers to implement the learning performance. The learning process has not been able to produce an excellent student as the results of the discipline teachers during the conducting the teaching-learning. The important factor to motivate the teachers is by getting a good through the certification program. Through teacher certification is expected to improve discipline and motivate teachers to have a good lesson plan and improve the quality of teaching-learning at schools. Besides, through certification program, the teachers are better prepared to implement appropriate disciplinary learning lesson plan that has been established at the beginning of the school year. While other important activities, that the teachers are hoped to be able to carry out the learning evaluation at formal education units consistently through the assessment of daily tests, assignments, mid-term and semester examination. The evaluation activity must also be conducted regularly and sustainably in order to improve the quality of teaching in schools. These totally have been conducted well by the certified teacher to manage the class profesional ly in each school.
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Williams, Sheri S. "The School Discipline Plan: Does It Have All the Right Components?" NASSP Bulletin 82, no. 596 (March 1998): 40–43. http://dx.doi.org/10.1177/019263659808259608.
Full textDissertations / Theses on the topic "School discipline plan"
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Rutz-Beynart, Beth. "Archival evaluation of a proactive school wide discipline plan." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001690.
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Carman, Wendy Ann. "The effectiveness of a discipline plan on student achievement /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Anderson, Elizabeth Anne. "The effectiveness of a proactive school-wide discipline plan on office discipline referrals at the elementary school level." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Harless, Michelle Diane Rogers. "Disciplinary Referrals in Response to School-Wide Positive Behavior Plan in a Rural Middle School Setting." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1353.
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Students who exhibit disruptive and inappropriate behaviors are a challenge for schools, as teachers and administrators are most often held responsible for managing these behaviors. This study was designed to evaluate School-Wide Positive Behavior Supports (SWPBS) when used in a rural middle school setting. Research indicates that using SWPBS in an individual school over a period of time can decrease the amount of disruptive behaviors in the school while also increasing attendance and academic scores. However, little longitudinal research exists concerning the use of SWPBS within middle school settings across a system.
Through the use of quantitative methods, this study included examining overall effect on office disciplinary referrals (ODRs), suspensions, and expulsions under the 3 categories of schools as well as faculty and student perceptions (current year only) of SWPBS. While there was no significant difference found among ODRs, expulsions, or suspensions among the 3 school categories through ANOVA analysis, the study did highlight the need for further evaluation of how schools implement SWPBS. A one-way, chi-square analysis of faculty perceptions did not show a significance among the three school categories, while student perceptions did show significance and a follow-up pairwise comparison was conducted. The student survey analysis suggests that students in either a school with the SWPBS plan or without a plan are 3 times more likely to have a negative attitude toward the behavioral school policies than schools with a partial SWPBS plan. The analysis on perceptions indicates the need for further faculty and student questioning in future research.
The primary significance of this study is that it addresses the use of SWPBS in various middle school settings and in various stages of use (full plan, partial plan, or no plan). This study also evaluates data from two years before the SWPBS implementation as opposed to just one year. The study highlights issues related to middle school students and how school systems might better serve those students.
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Cimo, Charles E. "The Biodiesel Project: A High School Multi-Discipline Class Collaboration and Graphic Imaging Technology Unit Plan." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/2055.
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Davison, Lisa R. "Parental Understanding of Discipline Issues, Functional Behavioral Assessment, and Behavior Intervention Plans: Using a State-wide Survey to Examine Parents' Reports Related to Discipline." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4887/.
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The Individuals with Disabilities Education Act (IDEA) mandated that each child who qualifies for special education must have an individualized education program (IEP). Disciplinary issues and procedures under IDEA have been a source of concern among parents, schools, and advocates from disability groups. At issue are fundamental concerns about the protection of rights for students with disabilities, which must be balanced with the ability of school personnel to maintain safe school environments that benefits all students. This research examined the four survey questions related to discipline from a state-wide survey conducted by Education Service Center (ESC) Region 9 through a comparison of selected disability categories as they compare to the responses received from parents of students with the disability category of emotional/behavioral disorders (E/BD). In addition, the research examined the open-ended questions from surveys to determine the types of concerns reported by parents. Data accrued from a focus group of parents receiving special education services are also reported. Parents of students identified as having an E/BD rated their understanding of the school's discipline policy lower than parents of students from other eligibility categories. Almost 67% of parents of students identified as having E/BD stated that they knew that their child might be eligible for alternative discipline procedures. Parents of students identified as E/BD reported at a much higher percentage that they were aware that services must be continued if the child was removed from the instructional setting for discipline problems. In a focus group discussion, a majority of the parent's (67%) responded that they felt like they understood the school's discipline policies. When given a chance to respond through an open-ended questionnaire, parents addressed a variety of problems, such as children being continually suspended for behaviors related to their disability or the behavior intervention plan not being implemented.
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Brandão, Dulce Maria Ribeiro. "Expectativas e importância atribuída à disciplina de educação física-estudo comparativo por género nos alunos do 12 ano de escolaridade nas escolas secundárias do Concelho de V. N. de Gaia." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Ciências do Desporto e de Educação Física, 2002. http://dited.bn.pt:80/29605.
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Ramsey, Stefanie Celine. "The Relationship Between Participation in Football and GPA, Discipline, and Attendance of Urban Male High School Athletes Before and After the Introduction of the 2.0 GPA Play Policy in One School Division in Virginia." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73316.
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The educational plight of the urban student athlete is often associated with academic underachievement. This study researched the effects of minimum academic standards on athletes to increase their academic success, attendance rates, reduce discipline infractions and subsequently, increase graduation rates. Vidal- Fernandez (2011) conducted a study on the effect minimum academic requirements to participate in sports had on high school graduation. Students who were involved in a sport had significantly higher grade point averages during their sport season compared to their grade point averages when the students were not in season.
Schools invest large amounts of resources into sports activities under the well-supported assumption that these activities increase levels of student outcomes. If engagement in athletics significantly improves the likelihood of academic success, then school leaders should choose to target resources and efforts at increasing participation, especially for at-risk and failing students (Vidal-Fernandez, 2011).
In this quantitative study to determine what impact athletics have on the student's academic performance, the researcher collected existing data on the high school football teams for two semesters prior to a system wide 2.0 GPA policy to play and two semesters after the implementation of the 2.0 GPA play policy. Independent variables (attendance, discipline and GPA) and dependent variables (participation in football, academic coach or no academic coach, and athletic coach) were collected, and these variables were then measured and analyzed using relevant statistical procedures.
Many of the student athletes in this study increased their accountability for their academic achievement in order to achieve higher GPAs in order to participate in athletics. Although not statistically significant, the data showed there was an increase in the overall district GPA for football players in the division after the implementation of the 2.0 GPA rule. Another important finding, student mobility (transiency) was notable at each high school during the three-year span of the study. While the present study only analyzed a district sample of athletes, the results could assist parents, coaches, and school administrators in monitoring the academic success of the school system's athletes.Ed. D.
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Barber, Ashley Lauren. "An Evaluation of Check-In/Check-Out with Accountability Tracking for At-Risk Students in a High-Need Elementary School." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4633.
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A multi-tiered system of supports offers a comprehensive model for the prevention of academic and behavior problems in schools. To date, research has emphasized the impact of universal and intensive interventions. However, the need for research on secondary or targeted group interventions (Tier 2) for those students who do not respond to the universal level of support is growing. This study evaluated CICO, a Tier 2 intervention, in improving student behavior when it is used with three elementary students from a high-need population and in conjunction with student accountability tracking, designed to promote parental involvement. Functional assessments indicated that all three students had attention-maintained problem behavior during instruction sessions. The study employed a concurrent multiple baseline design across students to assess the effects of CICO and CICO with accountability tracking on academic engagement and problem behavior. Results indicated that the team members were able to implement CICO with fidelity and their implementation of the intervention was effective in increasing academic engagement and reducing problem behavior. The CICO with accountability tracking implementation with one student contributed to further improvement of his target behaviors. These effects were shown to be maintained moderately well for two students who underwent fading. Results are discussed in terms of the study limitations and implications for practice and future research.
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Jung, Hyunil. "The Development of a Community-Based Art Education Curriculum for a Korean School in the United States: a Case Study." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217340266.
Full textBooks on the topic "School discipline plan"
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7 steps for developing a proactive schoolwide discipline plan: A guide for principals and leadership teams. Thousand Oaks, Calif: Corwin Press, 2007.
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Lisa, Stanzione, ed. Setting limits in the classroom: A complete guide to effective classroom management with a school-wide discipline plan. 3rd ed. New York: Three Rivers Press, 2010.
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Lee, Manning M., ed. A guide and plan for conducting eight workshops on discipline and classroom management: The NEA training program. [Washington, D.C.]: National Education Association, 1985.
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R, Patton James, and Polloway Edward A, eds. Behavioral intervention planning: Completing a functional behavioral assessment and developing a behavioral intervention plan. Austin, Tex: Pro-Ed, 2000.
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R, Patton James, and Polloway Edward A, eds. Behavioral intervention planning: Completing a functional behavioral assessment and developing a behavioral intervention plan. Austin, Tex: PRO-ED, 1998.
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Kathleen, McConnell. Behavioral intervention planning: A comprehenisve guide for completing a functional behavioral assessment and developing a behavioral intervention plan. 3rd ed. Austin, Tex: Pro-Ed, 2006.
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J, Irby Beverly, ed. High expectations: An action plan for implementing Goals 2000. Thousand Oaks, Calif: Corwin Press, 1999.
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intellectuel, Mercier Mylène éditeur, and Goldberg Cassandra auteur, eds. 75 solutions aux problèmes de comportement: Pour faire face aux défis des classes d'aujourd'hui. Montréal, Québec, Canada: Chenelière éducation, 2014.
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Classroom management for all teachers: 11 effective plans. Upper Saddle River, N.J: Merrill, 1998.
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Taylor, Dyches Tina, and Prater Mary Anne, eds. Classroom bullying prevention, pre-K-4th grade: Children's books, lesson plans, and activities. Santa Barbara, California: Linworth, an imprint of ABC-CLIO, 2013.
Find full textBook chapters on the topic "School discipline plan"
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Tudor-Hart, Beatrix. "The School Child." In Toys, Play and Discipline in Childhood, 124–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003324270-7.
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Tudor-Hart, Beatrix. "A Nursery School Day." In Toys, Play and Discipline in Childhood, 104–23. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003324270-6.
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Tudor-Hart, Beatrix. "The School Child's Social Life." In Toys, Play and Discipline in Childhood, 149–61. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003324270-9.
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Gagliardi, Mauro, Veronica Bartolucci, and David Scaradozzi. "Educational Robotics at Primary School with Nintendo Labo." In Makers at School, Educational Robotics and Innovative Learning Environments, 291–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_39.
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AbstractIn the last five years, the Italian Ministry of Education has focused on digital skills, recognizing them as fundamental and indispensable for the growth of the future citizens of the information age. Numerous requests have come from the European Commission, the Italian Ministry of Education and the employment world regarding the introduction of new technologies in schools, whether or not this is part of curricular activities. National guidelines for kindergarten and primary school curricula promote the introduction of new tools and new multimedia languages as fundamental for all disciplines. The idea of the National Operational Programme (PON) and the National Plan for Digital Education (PNSD) is to boost digital knowledge and participation in STEM subjects. The project presented in this article was launched in this context and was a collaboration with the Nintendo company to evaluate the “Nintendo Labo” product at educational level. This trial was conducted in a third-grade class at the “Allegretto di Nuzio” primary school in Fabriano (AN). The kit, an evolution of the Nintendo Switch console, was initially created for recreational purposes. The advantages and limitations of the product came to light during the few months of the experiment. The “Nintendo Labo: assembly—play—discover” educational project allowed students to merge theoretical and practical aspects of their knowledge, and understand complex systems through design and simulation.
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"'-8 Individual Study Plan No. I." In Action Guide For Effective Discipline In The Home And School, 47–48. Routledge, 2013. http://dx.doi.org/10.4324/9780203767887-13.
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"'-56 Individual Study Plan No.7." In Action Guide For Effective Discipline In The Home And School, 154–55. Routledge, 2013. http://dx.doi.org/10.4324/9780203767887-61.
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"SECTION P-90 INDIVIDUAL STUDY PLAN NO. 10." In Action Guide For Effective Discipline In The Home And School, 208–10. Routledge, 2013. http://dx.doi.org/10.4324/9780203767887-95.
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"SECTION P-34 INDIVIDUAL STUDY PLAN NO. 4." In Action Guide For Effective Discipline In The Home And School, 108–9. Routledge, 2013. http://dx.doi.org/10.4324/9780203767887-39.
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"SECTION P-79 INDIVIDUAL STUDY PLAN NO. 9." In Action Guide For Effective Discipline In The Home And School, 190–92. Routledge, 2013. http://dx.doi.org/10.4324/9780203767887-84.
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"SECTION P-25 INDIVIDUAL STUDY PLAN NO. 3." In Action Guide For Effective Discipline In The Home And School, 85–86. Routledge, 2013. http://dx.doi.org/10.4324/9780203767887-30.
Full textConference papers on the topic "School discipline plan"
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Flores, José Antonio. "En Femenino." In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11630.
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The presence of women is already the majority in architecture students, with a growing trend for years; not so, for now, in the teaching staff. Architecture, like other disciplines in the Western world, has traditionally been male, but today the classrooms are full of young women who want to be architects. Teaching in architecture schools, despite the abundance of feminist studies, does not generally take into account the gender perspective. The study plans do not provide specific spaces for this matter, which favors the invisibility of women's work in the discipline and does not offer enough non-male references to students. This paper presents a two-year teaching experience that includes the gender perspective in the teaching of History of art and architecture for first-year students. La presencia de mujeres es ya mayoritaria en el estudiantado de arquitectura, con una tendencia creciente desde hace años; no así, por ahora, en el claustro docente. La arquitectura, como otras disciplinas en el mundo occidental, ha sido tradicionalmente masculina, pero hoy las aulas están llenas de chicas que quieren ser arquitectas. La docencia en las escuelas de arquitectura, pese a la abundancia de estudios feministas, no tiene generalmente en cuenta la perspectiva de género. Los planes de estudio no prevén espacios específicos para este asunto, lo que favorece la invisibilidad del trabajo de las mujeres en la disciplina y no ofrece suficientes referentes no masculinos a los/las estudiantes. Esta comunicación presenta una experiencia docente de dos años que incluye la perspectiva de género en la enseñanza de la Historia del arte y de la arquitectura para estudiantes de primer curso.
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Ceconello, Mauro Attilio, Davide Spallazzo, and Martina Scianname'. "Taking students outside the classrooms. Location-based mobile games in education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9257.
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The contribution aims at corroborating location-based mobile games as models for the integration of digital technologies in the educational field. They demonstrated to be valid alternatives to formal education in the applied research project: Play Design!, which addressed to high school students, interested in design-related matters, and intends to valorise the Italian design culture, transforming Milan into the stage of a double-sided story. Design is here highlighted both as a cultural heritage and a discipline, inducing the development of two different games sharing a common didactic aim: D.Hunt and D.Learn. The first one is a mobile treasure hunt illustrating the excellences of the creative production of the country, and the renowned protagonists and places of Italy- and Milan-based design: a cultural background to be preserved and valorised. The second one, instead, is a role-play, cooperative and competitive game which depicts the city as a hub for schools and universities, where design is considered a subject for didactic courses, a combination of theories and practices to be transmitted and implemented. Then, the two mobile, location-based serious games exploit this copious and multifaceted material for evident learning purposes, joining the examples of informal education to increasingly follow in future technology developments.
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Bernal, Amparo, and Ángel Rodriguez. "Strategic Plan of Graphic Expression to implement BIM on a Degree in Technical Architecture." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8039.
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Architectural and engineering studies in Higher Education Institutions face the challenge of modifying their teaching programmes, so that students acquire the competences linked to the new methodological techniques of Building Information Modelling (BIM) during their academic training. The experience of its adaptation at the Higher Polytechnic School of the University of Burgos is described in this paper, where the implementation of this methodology on collaborative work and integral project management has begun in the Knowledge Area of Architectural Graphic Expression with the teaching of its disciplines. The project has the strategic end-purpose of transferring these experiences to the other subjects on the Degree in Technical Architecture. A preliminary analysis of the human and material resources available in the Knowledge Area was performed and a Strategic Methodological Plan was drafted, to ensure the success of its implementation, establishing the lines of action to implement BIM methodology within a time period of eight semesters following its start-up.
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Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.
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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.
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Daemmrich, Chris. "Freedom and the Politics of Space: Contemporary Social Movements and Possibilities for Antiracist, Feminist Practice in U.S. Architecture." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335076.
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Students and practitioners of architecture challenge the hegemonic Whiteness, maleness, cisheteronormativity, and capitalist control of these disciplines as a means of democratizing and decolonizing practice to create conditions for Black self-determination. This paper considers how architectural professionals have responded to contemporary movements for social justice in the United States and the ways in which some are more and some less successful at addressing the intersecting nature of identity-based oppressions. Organizations and convenings, including the National Organization of Minority Architects (NOMA), Black in Design, the Design Futures Public Interest Design Student Leadership Forum, Equity by Design, and the Architecture Lobby are considered from 2012 to the pre-pandemic spring of 2020, with a focus on the emergence of new spaces and shifts in how existing spaces engage with activist movements as a result of changing political conditions. The paper provides historical background and constructive critique. It concludes with recommendations for creating institutions that respond proactively, rather than reactively, to racist violence, sexual harassment, assault, and exploitation, and for making lasting meaning of these injustices when they occur. The roles Black people and other people of color, particularly women, have played, and the roles White people, particularly men, and White institutions must play in creating an antiracist, feminist architecture are a focus of this paper.
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Mwangi, Charles, and Malkia Kelelue. "Implementation of space clubs in Kenya." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.078.
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The Kenya Space Agency Strategic Plan 2020-2025 identified the need for capacity building in infrastructure and human resource as a priority focus area to enable Kenya to tap into the potential of the space industry. With this in mind, several initiatives were put forth to encourage innovation, education and awareness on space related matters. The concept of Space Clubs in Kenya was mooted in 2020 as an education and outreach program that comprises of interactive scientific activities, competitions, events and learning sessions with students from schools around Kenya. The Space Club initiative is aimed at creating awareness and interest on Geography, Science, Engineering, Arts and Mathematics by educating the next generation of learners on the significance of these subjects in supporting the space industry. It seeks to broaden and enhance the quality of education for Kenyan students and allow them to understand and actively pursue the opportunities that Space related disciplines portend for them. With the support of teachers in primary school (our current target audience) in Kenya, KSA has created an all-rounded program that encompasses a variety of aspects pertaining to space. The initiative has identified and prioritized four disciplines that are critical for the advancement and growth of Kenya’s space sector. These include; Space Systems Engineering, Information Technology and Robotics, Space Science and Astronomy and Earth Observation. The development of the initial learning and training content on these focus areas was concluded in November 2021. The first phase of the project has seen the development of 12 topical student’s books and 4 comic books. These materials, which are under review, will be free for use and will be hosted on the Kenya Space Agency website. Since July 2021, the Space Club team has been hosting a mentorship and training program aligned with these focus disciplines. The Space Club team use of tools such as Cubesat models, water rockets, robotics kits, telescopes and portable planetariums to engage students in hands-on activities.These events have elicited a lot of interest and curiosity amongst students with many expressing interest in Space related careers. The team has noted the significance of student mentorship for the space industry and would recommend that programs of a similar nature be developed, more especially in developing countries, to build a strong foundation for the growth of a vibrant and indigenous Space industry.
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Liu, Ming, and Feng Song. "Urban morphology in China: origins and progress." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5654.
Full textAbstract:
Author name: Ming Liu, Feng Song* Affiliation: College of Urban and Environmental Sciences. Peking UniversityAdress: Room 3463, Building Yifuer, Peking University, Haidian district, Beijing, China 100871 E-mail: liumingpku1992@163.com, songfeng@urban,pku.edu.cn*Telephone nember: +8618810328816, +8613910136101* Keywords: urban morphology, disciplinary history, Conzen, China Abstract: This paper traces the origins and development of indigenous urban morphological research in China. It also considers the adoption of the theories and methods of the Conzenian School. Urban morphological research in China is carried out in different disciplines: mainly archaeology, geography, and architecture. The earliest significant work was within archaeology, but that has been widely ignored by current urban morphological researchers. As an urban archaeologist whose first degree was in architecture, Zhengzhi Zhao worked on the Studies on the reconstruction of the city plan of Ta-Tu in the Yuan Dynasty in 1957. He uncovered the original city plan of Ta-Tu (now Beijing) in the Yuan Dynasty by applying street pattern analysis. Before the Cultural Revolution, Pingfang Xu recorded and collated the research findings of Zhao, who was by then seriously ill, so that the methods he developed could be continued with the help of other scholars especially archaeologists. His methods of study are still used in studies of urban form in China today. Later, the dissemination of the Conzenian School of thought, aided by two ISUF conferences in China, promoted the development of studies of Chinese urban form. With the help of Jeremy Whitehand, researchers, including the Urban Morphology Research Group of Peking University, applied the theories and methods of the Conzenian School through field work and empirical studies. Taking the opportunity of the 110th anniversaries of the birth of both M.R.G. Conzen and Zhengzhi Zhao, this paper summarizes multidisciplinary urban morphological research in China.
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Mountain, Jeffrey R., and Angela D. Riddick. "Process Control System Design Experiences: A Real World Approach." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80306.
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Hands-on, design oriented experiences have been shown to increase the visibility of the engineering profession; inspiring pre-college students to better prepare in math and science, and pursue an engineering degree. Most of these programs are successful, but they primarily focus on the creative aspects of highly specialized industries with little regard to the detail process of real world engineering design. Many students enroll in engineering programs believing the profession is solely focused on creativity and “building stuff” from a provided set of components. Once faced with the analysis and detail-oriented aspects of engineering practice, or the reality that most engineers are not employed by NASA or in robotics related industries, many students abandon engineering programs for other degree plans. The University of Texas at Tyler is using process control systems design as a theme to expose pre-college and college-level students to “common” engineering practices. This outreach program is part of a National Science Foundation funded project to provide hands-on opportunities to design, build, and test thermal/fluid based process control systems in an effort to attract and retain increased numbers of engineering students. This paper describes the proof of concept Process Control Breadboard System developed to provide a broad spectrum of students with exposure to the design of “common” engineering systems. Pre-college students come to realize that a wide range of engineering disciplines including: agricultural, chemical, electrical, mechanical, and petroleum engineering, consider process controls a part of their discipline. In addition, middle school students get exposed to the detail oriented aspects of real world engineering design; gaining experience in CAD modeling and producing bills of material prior to the hands-on build and test of their systems. Results from a variety of outreach and university level curriculum integration activities, conducted during the first two years of grant funding, will be presented, along with a summary of lessons learned and plans for future activities.
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Quintella, Ivvy Pedrosa Cavalcante Pessôa. "A concepção da forma urbana na escola francesa de urbanismo: rupturas e continuidades." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Curso de Arquitetura e Urbanismo. Universidade do Vale do Itajaí, 2016. http://dx.doi.org/10.5821/siiu.6252.
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Até recentemente, a historiografia do urbanismo dedicada ao século XX privilegiou seu enfoque no relato do
modernismo funcionalista propagado pelos C.I.A.M. Obscureceu-se a contribuição da “Escola francesa de
urbanismo”, malgrado sua posição de destaque na constituição do campo disciplinar. Essa escola irá
perpetuar a maior parte dos princípios compositivos da arte urbana, mas diante de novos desafios: conjugálos
às demandas da modernidade e à cientificidade disciplinar. Este estudo propõe-se a observar as
estratégias de concepção da forma nos planos urbanísticos dessa escola, buscando identificar as rupturas e
continuidades com a tradição. Na presente comunicação, buscou-se discutir o salto que marcou a projeção
dos atores da Escola Francesa para além da École des Beaux-arts, consolidando-os como urbanistas de
renome internacional. Foram apresentados e discutidos os três projetos que inauguraram o sucesso dessa
escola em concursos internacionais de urbanismo: Barcelona, por Léon Jaussey; Anvers, por Henri Prost;
Camberra, por Alfred Agache. Until recently, the history of urbanism devoted to the nineteenth century focused on functionalist modernism
propagated by C.I.A.M. These contributions darkened the "French school of urban planning", despite its
prominent position in the constitution of the disciplinary field. This school will perpetuate most of the
compositional principles of urban art, but facing new challenges: conjugating them to the demands of
modernity and disciplinary scientific. This study aims to observe the design strategies on the urban plans of
this school, seeking to identify the ruptures and continuities with the tradition. In this communication, we
attempted to discuss the moment that marked the projection of the actors of the French School in addition to
the École des Beaux Arts, consolidating them as internationally renowned urban planners. They were
presented and discussed three projects that inaugurated the success of this school in international urban
planning competitions: Barcelona, by Léon Jaussey; Anvers, by Henri Prost; Canberra by Alfred Agache.
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Peterson, Benjamin, and R. Kyle Warren. "Contested Territories: Evaluating the Limits and Liberties of Design (and Designers) in Public Space." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335073.
Full textAbstract:
Recent accounts in Boston highlight tensions among individuals experiencing homelessness, individuals seeking treatment for substance use disorder, service providers, advocates, residents, and business owners in geographies colloquially referred to as “Mass and Cass.” The dynamic frictions of lived experience unfold in public spaces entangled in a field of social, political, economic, and spatial conditions. The Boston Architectural College, mission-driven to “provide excellence in design education emerging from practice and accessible to diverse communities,” sits less than a mile from these geographies. A curriculum in applied learning, where practicing and learning occurs concurrently, distinguishes the BAC’s educational approach from co-op or externship models. Its educational agenda recognizes the vital dialogue between academia and practice and locates teaching and learning directly within these conduits. This research-driven project focuses on the spatial, sociocultural geographies of Mass and Cass and examines the pedagogies of community participation and engagement in design education. The project addresses the nature of interdisciplinary teaching and learning in design settings through examining modes of critical thinking, listening, reflection, and translation as integral to civic spatial practices. Using the tools of spatial designers and conceptual frameworks from other disciplines, students attempt to understand the agents, actors, and forces at play in the conditions of Mass and Cass. Through critical inquiry into the sociocultural contexts that characterize the spatial narratives of Mass and Cass, students (and city agencies as collaborators) seek to identify moments when design or designers have, may have, or could have intervened in these contested territories.
Reports on the topic "School discipline plan"
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.