Relevant bibliographies by topics / School of Education

Academic literature on the topic 'School of Education'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "School of Education"

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Shomirzayev, M. Kh. "Developing Educational Technologies In School Technology Education." American Journal of Engineering And Techonology 02, no. 07 (July 30, 2020): 51–57. http://dx.doi.org/10.37547/tajet/volume02issue07-08.

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Shomirzayev, M. Kh. "Technology Of Educational Process In School Technology Education." American Journal of Social Science and Education Innovations 02, no. 07 (July 30, 2020): 212–23. http://dx.doi.org/10.37547/tajssei/volume02issue07-28.

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Kilic, Cigdem. "Parents’ opinions of the pre-school education concerning pre-school education institutions." International Journal of Academic Research 5, no. 6 (December 10, 2013): 37–40. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.7.

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Wu, Yizhen. "Comparative Study of International School Education and Public School Education in China." Lecture Notes in Education Psychology and Public Media 30, no. 1 (December 7, 2023): 215–22. http://dx.doi.org/10.54254/2753-7048/30/20231680.

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Nowadays, many Chinese parents are grappling with the decision of whether to choose an international school or a public school for their children. They can compare these two types of school education from various aspects. This article aims to conduct a comparative study on the differences and comparisons between international schools and public schools using comparative research methods. Indeed, there are distinct differences between international schools and public schools. International schools focus more on physical education and develop cooperation abilities. They have beautiful environments and provide good food. Public schools focus more on preparing for the college exam. Most of them have good campus environments, but the food in the canteen is not palatable according to the students. Through investigation, it can be concluded that international schools are suitable for students who desire strong teacher-student connections, engaging in numerous activities, and possessing excellent communication skills. On the other hand, public schools are more suitable for students who thrive in a group learning environment, prefer to engage in individual work, and possess strong problem-solving abilities.
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Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (October 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.

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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.
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Qowaid, Qowaid. "CHARACTER EDUCATION THROUGH RELIGIOUS EDUCATION IN SMAN 2 SEMARANG." Dialog 39, no. 2 (December 31, 2016): 209–26. http://dx.doi.org/10.47655/dialog.v39i2.105.

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This study aims to investigate the implementation of character education through Religious Education in schools and to determine the supporting and inhibiting factors. This study was conducted in SMAN 2 Semarang between April and September 2014. Data was collected through observation, interviews, review of documents, and questionnaires. The results showed that the implementation of character education in this school was integrated in all subjects, including Religious Education. Character education is carried out through intra-curricular, extracurricular, and other forms of activities. Seven characters of educational values (e.g. religious attitude, honesty, tolerance, discipline, environment awareness, social care and responsibility) have been implemented in the school. There were some supporting factors which enabled the implementation of character education in SMAN 2 Semarang such as: school vision, mission and goals, the curriculum, and supporting school elements. However, there was also an inhibiting factor i.e. school external surrounding. It is recommended that character education through Religious Education in schools can be used as a development model of character education in other schools. KEY WORDS: Character education, religious education.
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Acharya, Bisna, Suman Kharel, and Khom Raj Kharel. "Nepal’s School Education: Insights of Basic Education in Bagmati Province." Interdisciplinary Journal of Management and Social Sciences 4, no. 2 (November 9, 2023): 29–48. http://dx.doi.org/10.3126/ijmss.v4i2.57200.

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Nepal has made significant progress in school education after 1990s. The government of Nepal has been working towards improving access to school education and enhancing the quality education across the country. Regarding the status of school education, this study has been conducted to examine the present growth trends of school education focusing on basic education in Nepal. For this, descriptive research design has been applied to analyze the data. As per the education policy changes, there has found the significance improvement in net enrolment at basic and primary education, expansion of number of schools and skill development of human resources. The study demands that Nepal needs to bring reality base school education policy for better improving school education quality and provide cent percent school education to all school children.
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Malvankar, Alka. "Elementary School Education and the Right to Education Act, 2009." Sociological Bulletin 67, no. 2 (June 11, 2018): 220–35. http://dx.doi.org/10.1177/0038022918775503.

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In India, vide Right to Education Act, 2009, elementary school education has been made a fundamental right of children between the ages of 6 and 14 years. The objective is to achieve the goal of universal elementary education for all. The Right to Education Act, 2009, has also allocated 25 per cent places in private schools for socially disadvantaged children. In the course of assessing the social effect of Right to Education Act, 2009, existing literature has been analysed. Although India has measured great strides in enlisting school enrolment, some problems exist. An attempt has been made to elicit the state of school education in India by analysing the growth of private schools and the facts in state schools. Some suggestions have been made to improve the educational situation in schools in the given social circumstances.
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ANGHEL, Gabriela Alina, and Mariana DOGARU. "School education in the context of inclusive education policies." ICOANA CREDINTEI 4, no. 8 (June 25, 2018): 71–78. http://dx.doi.org/10.26520/icoana.2018.8.4.71-78.

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Ribeiro Meireles, José Manuel. "INDIGENOUS SCHOOL EDUCATION AND THE KRAHO SCHOOLS." Educere et Educare 16, no. 38 (April 23, 2021): 427–50. http://dx.doi.org/10.17648/educare.v16i38.25916.

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Dissertations / Theses on the topic "School of Education"

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King, Chyrise S. "School Leader Emotional Intelligence and the Impact on School Climate in K-12 Catholic Schools." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745330.

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This study examined the relationship between school leaders’ self-reported levels of emotional intelligence and teacher perceptions of school climate in K–12 Catholic schools in Indiana. This study built upon the findings of a mixed-method study by Juma (2013) that was limited in scope and generalizability, and examined the relationship between a principal’s perceived emotional intelligence and teacher perceptions of school climate. The current study used a quantitative methodological approach and a larger sample size to enhance understanding of the relationship between school leaders’ perceptions of emotional intelligence and teacher perceptions of school climate. The Emotional Intelligence Quotient 2.0 (EQ-i 2.0) and the Organizational Climate Questionnaire (OCQ) were completed by 200 teachers and 30 school leaders in 30 K–12 Catholic schools in Indiana. This study did not find a significant relationship between a school leader’s perceived level of emotional intelligence and teacher’s perceived school climate. Prior research on these variables has been inconclusive. This study adds to the body of research examining the possible connection between a school leader’s emotional intelligence and school climate.

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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.
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Lilly-Warner, Regina Madeline. "Opinions of parents, students, and other educational stakeholders in one urban setting toward middle level education /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12027492.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith Jr. Dissertation committee: Jeannette E. Fleischner. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jeannette E. Fleischner, . Includes bibliographical references (leaves 160-167).
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Erickson, Brittany. "Democratic School Design: Reimagining School Turnaround in Denver Public Schools." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013332.

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After a decade of focused attention and millions of dollars, school turnaround remains one of the education sector's most pressing challenges. Research shows that tackling it requires the implementation of tried and true levers—high-quality instruction, effective school leadership, and family engagement—at the highest possible levels, and that it requires a sophisticated interrogation of broader structural challenges such as segregation, poverty, and racism. This capstone explores a novel approach to school turnaround in Denver Public Schools (DPS), the Year Zero Redesign cohort. This approach strives to equip principals with the mindsets, skills, and autonomy to build partnerships with families, redesign their schools, and effectively lead dramatic change efforts. Through this inquiry, I explore the unique role of principals in system-level transformation; the way trust affects schools and communities; and the quest to redesign schools in alignment with the needs and preferences of students and families. I also examine how DPS, a large and ambitious school district, might learn to support this work in a rapidly evolving policy environment. I argue that taking time for intentional school design and leadership development—not instructional leadership development alone, but community and creative leadership development as well—holds great potential for more consistent results in school turnaround and school redesign. I also suggest that this and other creative approaches to turnaround will become possible only when system-level incentives and accountability measures allow for it. This capstone offers lessons for DPS as it seeks to create an ecosystem of excellent and diverse school models, and for practitioners and policymakers across the sector seeking to realize transformative change through community mobilization and school design.
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Bass, Ruth N. "The impact of school culture on school safety: An analysis of elementary schools in a Southwestern metropolitan school district." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290104.

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Purpose of the study. The purpose of this study was to identify the relationship that exists between school culture and school safety. The principle school culture subscales measure (1) Collaborative Leadership, (2) Teacher Collaboration, (3) Professional Development, (4) Collegial Support, (5) Unity of Purpose, and (6) Learning Partnerships. The safety subscales utilized were (1) Valuing Influence of Teachers and Staff, (2) Feelings of Fear and Lack of Safety, (3) Stressors and Daily Discomforts, and (4) Positive Attitude Toward School Environment and Community. This relationship was surveyed using the School Culture Survey (Gruenert & Valentine, 1997) and the Inviting School Safety Survey (Lehr & Purkey, 1997) among seven metropolitan elementary schools in one Southwestern section of the United States. Procedures. The study included seven elementary schools. Teachers in each school were surveyed on numerous aspects of culture and safety. Teacher data were collected through surveys. Two hypotheses were tested using Pearson-Product Moment Correlation to determine if any of the six subscales of culture from the School Culture Survey correlate with the four safety subscales of the Inviting School Safety Survey. Ordinary Least Squared Regression was used to identify school culture factors that predict school safety factors. The six subscales of culture from the School Culture Survey were used as predictor variable for each of the four Inviting School Safety Scales. Findings. A high level of correlation was found between teachers' perceptions of school culture subscales with School Safety subscales when controlling for the variables of SES, percent of special education students, mobility rate, and number of students. A statistically significant predictive relationship was found for the School Culture subscales with each of the School Safety subscales. Low correlation and low predictive relationships was found for the six School Culture subscales with the School Safety subscale of Feelings of Fear and Lack of Safety. If schools are to be safe for all students, school leaders must change the culture of their schools.
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Stoll, Louise. "Making schools matter : linking school effectiveness and school improvement in a Canadian school district." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006575/.

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Kohler, Kristin M. "School psychology and economic disadvantage experiences of practicing school psychologists /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297089.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.
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Tse, Shuk-yee Bonita. "Education park." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949172.

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Thomas, Michael E. "Modeling Instruction in High School Science| The Role of School Leadership." Thesis, Chicago State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10684823.

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Science education has undergone multiple reforms over the years, yet each reform continues to produce little change in student success. The latest reform of the standards—Next Generation Science Standards (NGSS)—look to change that trend by focusing on what students can do, rather than just what they know. Modeling Instruction (MI) is one research-based pedagogy that is in alignment with the NGSS concepts of student-led classroom instruction. This proven strategy has been used across the U.S., but often in isolation, rather than as the routine classroom instruction throughout a school’s science department.

Changes in new teaching methods, such as those needed to implement MI or NGSS, are not easy for schools to make. They require entire organizations to shift their beliefs in how education appears, with students actively working and presenting content, while the teacher walks to the students, facilitating and asking questions. Leadership within the school can help this transition take place, by providing structures and processes that support others attempting to make changes in their practice. Effective leaders not only provide a plan, but they also create a supportive climate in which goals can be achieved.

This qualitative case study looked at the leadership of schools that have implemented MI across the science curriculum, which includes Biology, Chemistry, and Physics. Characteristics of the leaders, such as leadership style and structures, provided information on how to make a successful change in instruction. Data was collected via interviews with school leaders and school faculty, and observations taken at the school. This data was then coded to identify common themes and trends.

Results of this research showed that leadership played an important role in the implementation of MI in secondary science classrooms. Key attributes were provided by school leadership to help with the implementation. Professional development provided the staff with the tools needed to learn the techniques of the new methods. Time for collaboration was also given, which allowed the staff to help each other with any problems that had arisen along the way. Finally, support was given by the leadership when teaching staff had problems with their implementation. These characteristics allowed for the change from traditional instruction to MI at two high schools, while minimizing problems and creating an atmosphere, which inspired creativity.

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Estes, Ronald James. "California school administrators and school board presidents' perceptions of grade level organization in school districts." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2772.

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The purpose of this study was to determine which factors associated with particular school configurations are considered when "reconfiguring" suburban and rural school districts. Superintendents, site administrators, and school board presidents from suburban and rural California school districts of no less than 800 and no more than 6,000 ADA served as the population for this study. A survey questionnaire was developed and sent to superintendents, site administrators and school board presidents in school districts that had considered reconfiguration in the last ten years. Within the questionnaire, perceptions towards factors related to grade configuration were explored. Open-ended questions and in-depth interviews were also conducted by the researcher. The typical survey respondent was between 45 and 49 years of age, Caucasian (over 90%) and had an average education at the master's degree level. The typical school district of the respondents had an enrollment between 2,000 and 2,999. Respondents indicated that their districts had been reconfigured within the last three years. The five most cited factors were: To better meet the needs of children, Desire to improve academics, Overcrowded conditions, Building a new school, and Evaluation of the education program. Responses to the open-ended questions revealed that there is not consistent support for any particular grade level organization. Responses to the open-ended questions also revealed that overcrowding and a lack of adequate facilities significantly hastened district efforts in reconfiguration. The recommendations from this research to district policy makers are: (1) Be thorough in the study of district reconfiguration, survey all groups but remain focused on the issues brought forth in this study, (2) Decision makers should consider the research but not allow the dialog regarding district reconfiguration to become muddled by its conflicting findings and recommendations, (3) Prioritize what you wish to accomplish when reconfiguring and stay focused on those issues, and (4) Decisions should be based on local concerns and needs.
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Books on the topic "School of Education"

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Maharaja Sayajirao University of Baroda. Centre of Advanced Study in Education., ed. Strengthening school education: School education and teacher education. Vadodara: Centre of Advanced Study in Education, Faculty of Education & Psychology, Maharaja Sayajirao University of Baroda, 2000.

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M, Mason Charlotte. School education. Wheaton, Ill: Tyndale House, 1989.

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Laurel, Tumarkin, Browne Daniel 1978-, González Isabel, and New York (N.Y.). Office of the Public Advocate., eds. Blue school, pink school: Gender imbalance in New York City CTE high schools. NY [i.e. New York City], NY: New York City Public Advocate, 2008.

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Commission, Hong Kong Education, ed. Quality school education. Hong Kong: Education Commission, 1997.

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European Commission. Directorate-General for Education and Culture and Socrates Programme, eds. Comenius: School education. Luxembourg: Office for Official Publications of the European Communities, 2002.

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Parliament, Great Britain. Education (School Premises). London: HMSO, 1992.

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European Commission. Directorate-General for Education and Culture. and Socrates Programme, eds. Comenius : school education. Luxembourg: Office for Official Publications of the European Communities, 2003.

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European Commission. Directorate-General for Education and Culture. Lifelong Learning Programme., ed. Comenius School Partnerships, handbook for schools. Luxembourg: Office for Official Publications of the European Communities, 2008.

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European Commission. Directorate-General for Education and Culture. Lifelong Learning Programme., ed. Comenius School Partnerships, handbook for schools. Luxembourg: Office for Official Publications of the European Communities, 2008.

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European Commission. Directorate-General for Education and Culture. Lifelong Learning Programme., ed. Comenius School Partnerships, handbook for schools. Luxembourg: Office for Official Publications of the European Communities, 2008.

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Book chapters on the topic "School of Education"

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Molla, Tebeje. "School education." In African Heritage Australian Youth, 65–88. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003156703-6.

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Burridge, Nina, and Christine Evans. "Carmine School." In Indigenous Education, 77–86. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_7.

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Mason, Charlotte M. "Some Unconsidered Aspects of Intellectual Training." In School Education, 113–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-11.

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Mason, Charlotte M. "Certain Relations Proper to a Child." In School Education, 79–90. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-8.

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Mason, Charlotte M. "Some Educational Theories Examined." In School Education, 56–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-6.

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Mason, Charlotte M. "Docility and Authority in the Home and the School." In School Education, 13–24. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-2.

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Mason, Charlotte M. "A Great Educationalist (A Review)." In School Education, 91–100. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-9.

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Mason, Charlotte M. "Suggestions Towards a Curriculum." In School Education, 240–47. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-22.

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Mason, Charlotte M. "School-Books and How They Make for Education." In School Education, 164–73. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-15.

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Mason, Charlotte M. "How to Use School-Books." In School Education, 174–81. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-16.

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Conference papers on the topic "School of Education"

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Ionova, Olena, and Svitlana Luparenko. "SPECIFIC FEATURES OF MUSIC EDUCATION IN WALDORF SCHOOL." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.086.

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The article authors reveal the specific features of music education in Waldorf school. Based on theoretical methods (synthesis and analysis of scientific and educational sources) and empirical methods (observation, survey, conversation, study of the academic results of schoolchildren�s activities etc.), the general tendencies of modern Waldorf education, as well as the specific features of organizing the educational process in Waldorf school and music education, in particular, have been identified. The general tendencies of modern Waldorf education are: integration of Waldorf education into the world educational space while preserving the traditions of national pedagogy; growth of openness, diversification and commercialization of education; democratization of management of educational institutions; learner-cantered paradigm of education; axiologically-based goals of education; humanization and humanitarization of the content of education; modernization of curricula on the basis of the principles of openness, humanization, integration of academic disciplines; a combination of private initiative and state support; expansion of the network of Waldorf schools and Waldorf classes; creation of public educational and cultural associations, the activities of which contribute to the development of Waldorf education; close interaction of schools with public institutions; cooperation of teachers and parents; increasing attention to Waldorf teachers� training etc. The specific features of organizing the educational process in Waldorf school are: rhythmical organization of educational process; aesthetic education; active-practical projects; making own workbooks by children in every subject; work with schoolchildren�s temperaments etc. It has been identified that music education in Waldorf school is based on holistic approach to personality and comprehensive consideration of the specifics of child�s age and individual development. According to this, the specific features of schoolchildren�s music education in Waldorf school are: a clear correlation of music education with the age dynamics of children�s consciousness; the focus of music education on all children; active practical musical activities of schoolchildren; use of �live� music; rhythmic alternation of listening, performing music and singing; performing musical exercises accompanied by movements etc.
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Alonso-Monasterio, Pau, and Laura Uixera Cotano. "Community School Museums as a tool for education." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15054.

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Community Schools Museums (COSMUS) is an initiative that has been developing an approach to school education from a perspective of multi-dimensional diversity, creativity and community involvement under the Erasmus+ programme in six different countries (Portugal, Greece, Italy, Romania, Poland and Turkey) and in different kinds of schools (arts, music, primary school, high school, VET).This initiative, relies on different educational and multicultural principles, such as the European Youth Charter on Inclusion and Diversity in Education or the European Education Area, and uses a combination of three dimensions that compose the new concept of Community School Museum.The first dimension refers to the local community in which each of the schools is located. This not only enhances concepts such as local traditions, society, or sense of belonging, but also connects with them and involves them in the school activity and curricula content.The second dimension is the school, where education curricula and physical space interact to support those types of knowledge that are essential to sustaining human development, using critical thinking, using creativity or cooperation to promote multicultural meanings.The third dimension is the museum, understood as a flexible tool acting as a communication channel (bi-directional), with elements that act as significance bearers. It uses the approach of learning by doing in order to learn to be, one of the four pillars of learning. It also employs the recommendations of the International Committee for Education and Cultural Action and applies the seven areas of the UNESCO Creative Cities Network.Results of the Community School Museum projects show a sound diversity of approaches, which points to the success of the methodology, given that diverse educational, social and cultural contexts give rise to diverse museum contents and designs. One of these results focuses on vernacular heritage.
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Šimčíková, Tereza, and Leona Mužíková. "Analysis of the projected curriculum of the educational field of Health Education." In Život ve zdraví 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-7.

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The Analysis of the projected curriculum of the educational field of Health education dealt with the current projected curriculum of Health education in connection with current conceptual materials. The main goal of the research was the analysis of school educational programs at selected elementary schools. The theoretical basis for this research was the curriculum, its forms and conducted researches on the curriculum. Then the research was based on the development of the field of Health education and projects and programs related to this educational field. It also contains basic methodological data on research, which focuses on the projected form of Health education curriculum evaluated based on a deeper analysis of school educational programs of selected elementary schools. At the end, the results are summarized and conclusions and recommendations especially for school practice are formulated. The acquired results show that the time allocation for Health education ranges from 1 to 4 hours per week, most schools teach Health education as a separate subject, almost all schools have all the thematic areas of Health education included and each school provides interdisciplinary relationships. The result of the presented research is the formulation of starting points for the improvement of Health education.
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Raudeliūnaitė, Rita, and Vida Gudžinskienė. "THE IMPORTANCE OF THE COOPERATION BETWEEN PARENTS AND A PRIMARY SCHOOL TO ACHIEVE SUCCESS IN THE INCLUSIVE EDUCATION OF CHILDREN WITH AUTISM SPECTRUM DISORDER." In INTCESS 2023- 10th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2023. http://dx.doi.org/10.51508/intcess.202353.

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One of the priority goals of future education is inclusive education. When creating inclusive educational environments, it is important to ensure that every child would have the opportunity to receive quality education together with his peers in the local community closest to him, in the educational institution closest to his home. This obliges schools to constantly monitor the quality factors of education and improve their readiness to accept all learners regardless of any individual characteristics, obstacles or arising difficulties, and to strive to ensure the effective education of pupils. Research shows that in many countries, including Lithuania, general education schools experience a number of difficulties in educating children with autism spectrum disorder (hereinafter referred to as ASD). It is appropriate to conduct research on good practices in inclusive education based on the subjective perceptions and attitudes of different participants. The purpose of the study is to reveal the importance of cooperation between parents and primary school in order to achieve the success of inclusive education in children with autism spectrum disorder based on the experiences of parents. Qualitative research type was chosen for the study. In the study, the method of a semi-structured interview was used. The study data were processed by using the method of content analysis. Six parents, whose child had been diagnosed with ASD and attended primary school of general education, participated in the study. The study revealed that in order to achieve the successful education of a child with ASD in primary school, it is important to establish a cooperative relationship between parents and the school before a child with ASD begins to attend school, to maintain the continuity of cooperation between parents and the school after the child begins to attend school, and to have the cooperation of parents when creating a favourable educational environment in the classroom. The establishment of a cooperative relationship between parents and the school before a child with ASD begins attending his school is associated with the parents' openness and the disclosure of their child's disability, the emphasis on the child's abilities, not his disability and the difficulties arising for the child when presenting a child to the school administration and his future teacher, the willingness of the school to engage in equal cooperation with parents while considering them experts of their child, the creation of conditions for a child with ASD and his parents to get acquainted in advance with the school and his class environment and the class teacher, the discussion of the peculiarities of the child's education and his needs with his parents, the drawing up of a plan for individual assistance to the child, as well as the positive attitude of a child with a autism spectrum disorder to start attending school. The continuity of cooperation between parents and the school, after a child with ASD began attending school, is associated with the activeness of parents in cooperation with the school, their involvement in the educational process, cooperation of parents with educational assistance specialists and the involvement of parents in assessing the quality of their child's inclusive education. The cooperation of the parents of a child with ASD in creating a favourable educational environment in the classroom is associated with their close cooperation with the teachers working in the classroom, their cooperation with the class children and their parents in building and maintaining positive relationships. Keywords: autism spectrum disorder, child, parents, primary school, cooperation
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M. Abu-Samaha, Ala, and Rima Shishakly. "Assessment of School Information System Utilization in the UAE Primary Schools." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3260.

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This paper presents an assessment of School Information Systems (SIS) Utilization in the United Arab Emirates’ (UAE) primary schools through a holistic descriptive approach that involves explaining, studying and analyzing the current technical status of the schools’ SIS. To do so, the researchers used a series of case studies (documents analysis, questionnaires and interviews) of a number of primary schools representing the educational zones of the UAE to acquire an understanding of SIS level of utilization. According to the research results, the majority of primary schools have computerized their administrative activities at different levels via the Ministry of Education’s suggested system or individually procured systems. Though, the use of Information and Communication Technologies, including SIS, is in its initial stage despite the adopted strategy by the UAE government to accelerate the effective utilization of educational management and automation technologies in the educational institutions and the Ministry of Education itself.
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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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STRATAN, Valentina. "Strengthening the school – family educational partnership to ensure quality inclusive education." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p182-187.

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The school-family partnership is an important current issue. The role of the school-family educational partnership is amplified in the context of the development and promotion of inclusive education. The study focused on strengthening the school-family educational partnership in the context of ensuring a quality inclusive education. We appreciate the school-family partnership not as an extension of the participation of the actors involved, but as a governing relationship of the actions orchestrated by a purpose and idea. We identify two main dimensions in the involvement of both the school and the family for the benefit of the child: the dimension of the child / parent relationship and the dimension of the school / family relationship. The school's collaboration strategy with the family in ensuring quality inclusive education is included in the school's Family Cooperation Program and includes the following areas: communication, parent information activities ¸ support for parents; learning together - at home, at school and in the community; decision making; volunteering,; collaboration with the community. A school-family partnership will ensure the success and full development of the child's potential, if they are respected: acceptance of the family, respect for the family and the connection with the family.
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Miulescu, Miruna Luana. "Youth at Risk of Early School Leaving: Exploring Educational Strategies." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.016.

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ABSTRACT There is general agreement among scholars and policy makers that Early School Leaving (ESL) represents a serious social phenomenon that has many negative consequences on the individual, economic development, and on society as a whole. ESL is considered a serious social problem, as well as an important phenomenon on the public agenda and education policies of Romania. As part of the Erasmus+ project Orienta4YEL, a multidimensional study was conducted and the data shows that Romania also experiences unpreparedness of school and community to embrace the whole spectrum of early school leaving. The study design employed individual interviews for members of school leadership team and administration (N=9), focus groups for general and vocational secondary schools and high schools teachers/trainers (N=63), and focus groups for young people representatives (N=91) as data collection tools. The empirical findings of the study revealed that in Romania there is a convergence of opinion on the most relevant factors that cause young people to leave school before completing compulsory education. Therefore, personal challenges are the one that contribute the most to the risk of early leaving, followed closely by family reasons and institutional factors. Therefore, this paper explores the challenges that are aimed at improvements in the early school leaving rate. Specifically, the analysis will shed light on the prevention strategies that have been developed and implemented, as well as on the deficit perspective on early school leaving within institutional and national policies. By addressing the existing supporting educational actions in areas where economic and social conditions are an obstacle for pupils, this paper will furthermore particularly analyse the potential barriers which arise on the system’s ways of reducing the early leaving rate in order to better identify, prepare for, and respond to this phenomenon. Keywords: early school leaving, risk factors, support strategies, education policy
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Živanović, Predrag, Branko Milovanović, Stanko Bajčetić, Slaven Tica, Strahinja Pantelić, and Andrea Nadj. "SUSTAINABLE MOBILITY EDUCATION FOR SCHOOL CHILDREN." In Conference Road Safety in Local Community. Road Safety in Local Community, 2024. http://dx.doi.org/10.46793/rsaflc24.224z.

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Sustainable mobility implies the use of modes of transport that have less negative impact on the environment, but at the same time encourage a healthier way of life, reduce traffic accidents and facilitate access to transport for all levels of society. Educating school children about sustainable mobility is a necessary step in preparing new generations for a responsible attitude towards mobility and the environment. This work aims to analysed the effectiveness of two selected methods of educating school children about sustainable mobility. The "Traffic Snake game " aims to educate children, as well as their parents and teachers, and change their behaviours in terms of choosing sustainable ways of moving, while the main goal of the "Sugioka" game is to educate school children about sustainable mobility and the benefits of public transport. Research conducted in several Belgrade elementary schools in 2017 and 2023 showed that there is a significant potential for educational activities to change mobility patterns in favor of sustainable modes of travel.
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Filer, Janice. "INTENTIONAL SCHOOL LEADERSHIP IN UNCERTAIN TIMES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end103.

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"In this study of elementary and secondary school administrators, interviews were conducted to determine effective strategies before, during, and after online learning during the pandemic. California public schools began whole school online learning during March 2020 and most schools returned to in person learning one year later in 2021. Challenges during online learning included providing sufficient technology to all students, the online learning platform, and academic rigor. When students returned to school one year later many students suffered academically and socially. School leaders were required to refocus and plan accordingly. Administrators shared their strategies and philosophy for success in times of continued uncertainty."
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Reports on the topic "School of Education"

1

Holt, Jason. Middle School Agricultural Education Curriculum. Ames (Iowa): Iowa State University, December 2023. http://dx.doi.org/10.31274/cc-20240624-1003.

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Chatterji, Aaron, Joowon Kim, and Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. Cambridge, MA: National Bureau of Economic Research, July 2018. http://dx.doi.org/10.3386/w24818.

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Moreno, Martín, Jesús Duarte, and María Soledad Bos. Quality, Equality and Equity in Colombian Education (Analysis of the SABER 2009 Test). Inter-American Development Bank, April 2012. http://dx.doi.org/10.18235/0010419.

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This Technical Note describes the learning inequalities faced by Colombian students and analyzes the equity in the allocation of resources among schools and their relation to learning. Using the SABER 2009database, the analysis demonstrates that there are high inequalities in students' academic results associated with their families' socioeconomic status, the type of school management, and the school's geographic zone. This relation is more important between schools than within a school, denoting a high degree of segregation of Colombian schools according to students' socioeconomic status. In terms of key school resources, there is a high inequity in their distribution with a clear disadvantage against schools with mostly poor students, as well as rural and public urban schools. This inequitable allocation of resources is associated with a greater risk of students achieving unsatisfactory SABER test results. The results of the multilevel model estimations, where the interaction between school factors and test results are jointly analyzed, indicate that better physical conditions, adequate connection to public services, a complete school day, the presence of rules in the classroom, minimal violence in schools, and greater teacher satisfaction are significantly related with higher probabilities of students achieving adequate test results. Improving these school factors, mainly among schools with poor students, has a great potential for increasing quality and equity of learning in Colombia.
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Frisancho, Verónica. The Effects of School Based Financial Education. Inter-American Development Bank, February 2019. http://dx.doi.org/10.18235/0001578.

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Bettinger, Eric, Michael Kremer, Maurice Kugler, Carlos Medina, Christian Posso, and Juan Saavedra. School Vouchers, Labor Markets and Vocational Education. Banco de la República de Colombia, August 2019. http://dx.doi.org/10.32468/be.1087.

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Glewwe, Paul, and Karthik Muralidharan. Improving School Education Outcomes in Developing Countries. Research on Improving Systems of Education (RISE), October 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/001.

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Carneiro, Pedro, Oswald Koussihouèdé, Nathalie Lahire, Costas Meghir, and Corina Mommaerts. Decentralizing Education Resources: School Grants in Senegal. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21063.

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Lahire, Nathalie, Corina Mommaerts, Costas Meghir, Oswald Koussihouèdé, and Pedro Carneiro. Decentralizing education resources: school grants in Senegal. Institute for Fiscal Studies, March 2015. http://dx.doi.org/10.1920/wp.cem.2015.1515.

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Sunderman, Emma. 9-Week Middle School Agricultural Education Curriculum. Ames (Iowa): Iowa State University, January 2019. http://dx.doi.org/10.31274/cc-20240624-8.

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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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