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Journal articles on the topic 'School of Education'

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Published: 4 June 2021

Last updated: 30 July 2024

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1

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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2

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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3

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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4

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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7

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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8

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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9

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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11

Sarı, Enver. "School counselor education with observation in schools." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 3899–903. http://dx.doi.org/10.1016/j.sbspro.2010.03.612.

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Choi, Whyun Young, Mun-Koo Kang, and Woon Gyeom Cho. "Learners’ Perceptions and Needs Analysis of Global Citizenship Education: Focused on Korea High School English Education." English Teachers Association in Korea 28, no. 3 (September 30, 2022): 1–17. http://dx.doi.org/10.35828/etak.2022.28.3.1.

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This study aims to identify the learners’ perceptions and needs analysis for Global Citizenship Education (GCED) in high school English education. To achieve the purpose of the study, an online survey was conducted on 369 students attending 10 general high schools across the country. First, most respondents shared the value and necessity of GCED as an education, but practical education related to GCED was rarely dealt with in the school fields. Also, it was very limited in the case of the school level or the subject where GCED was practiced, and in particular, the response to the high school English education could not be confirmed. Second, most students expected their needs to be reflected in the composition of the high school English curriculum and the production of English textbooks. In addition, there was a clear desire from students to reflect GCED-related contents and materials in the composition of the high school English curriculum and English textbook production. These results will not only help teachers and educators to understand how much high school learners are aware of GCED in English education and what they require but also suggest the direction of the high school English curriculum operation.

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Braden, Jennifer S., Eleanor DiMarino-Linnen, and Thomas L. Good. "Schools, Society, and School Psychologists." Journal of School Psychology 39, no. 2 (March 2001): 203–19. http://dx.doi.org/10.1016/s0022-4405(01)00056-5.

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Abu Naser, Fathi Mohammed. "Exploring Perceptions of Education Experts Regarding “Creative School” and Its Leadership Role in Public Education." International Education Studies 13, no. 5 (April 18, 2020): 132. http://dx.doi.org/10.5539/ies.v13n5p132.

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Creative school is an integrative system that secures a school environment that encourages creativity and inventiveness. It also highly depends on modern technology in all its educational and administration processes, in addition to means of communication with students and parents. The current study aims at exploring the perceptions of education experts regarding the concept of creative school and requirements of its leadership. The study adopted the qualitative method in which a sample of 21 experts were selected from those concerned with the field of study; 13 of them were staff members in Saudi Universities and 8 leaders of Saudi public schools throughout the academic year 2018–2019. The findings revealed that the creative school carried several names: intelligent school, creativity-developing school, and active teaching school. All experts agree that such schools secure a propitious environment for creativity and inventiveness and provide various advanced skills and programs subjected to balanced international criteria, which are conscious of international awareness with global issues, and environment programs. The findings also revealed that the foremost supports of creative schools are financing and social backup. It also unveiled that there are several abnormal roles for creative school leaders that suit nature and objectives of the school, in addition to requirements for creative school leadership as manifested in openness to organizational flexible structures along with a cooperative leadership that institutes technology. The study specified the foremost challenges facing leaders of the creative school, which is variety of skills needed for school leadership.

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15

Boyask, Ruth. "Public education unbounded." New Zealand Annual Review of Education 26 (July 1, 2021): 11–17. http://dx.doi.org/10.26686/nzaroe.v26.6853.

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Green School New Zealand is a private school whose school fees confirm for critics the inequity of private education, but the school may contribute to an alternative vision of public education if its commitment to sustainability is recognised as a public good. Conventional understanding of public education is challenged by contemporary political and democratic theory on the nature of publics. While public education generally refers to education funded by the state, if public education is limited to education provided by the state it restricts the good that it can do because the state is not equitable in whose interests it serves. Concepts of public education need updating to reflect understandings of varied publics and the individuals of which they are comprised (pluralist publics); the freedom of publics in subjectivity and sovereignty (unbounded publics); and the mutuality and equality of relations within publics (publicness). Green School New Zealand undoubtedly works against public interests in some respects; however, its focused concern for the environment represents an emergent publicness that is not apparent in schools that are more closely bound to the priorities of the state. When we recognise their public dimensions, schools like Green School New Zealand may help with rethinking public education and how we develop new systems of education that act for the good of pluralist, unbounded but connected publics.

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16

Gejdoš, Miroslav. "OUTLINE OF EDUCATION IN ŽILINA." International Journal of Legal Studies ( IJOLS ) 9, no. 1 (June 30, 2021): 215–25. http://dx.doi.org/10.5604/01.3001.0015.2294.

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In the article, the author gives an outline of education in Žilina since the 14th century. The city of Žilina is the founder of kindergartens, primary schools and primary schools with kindergar-tens, the Spektrum Leisure Centre and the Pivovarská 1 Leisure Centre, school service centres, and 3 primary art schools. The largest art school is the Ladislav Árvay Elementary School of Art, founded in 1927. The author maps the development of education and the character of educa-tion after the revolutionary year of 1989.

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17

Kartashova, V. N. "INNOVATIONS IN FOREIGN SCHOOL EDUCATION." Educational Psychology in Polycultural Space 59, no. 3 (2022): 98–106. http://dx.doi.org/10.24888/2073-8439-2022-59-3-98-106.

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The article presents an overview of innovations in the school system of certain foreign countries. The purpose of the article is to describe the changes in the modern foreign school and to gain useful experience in the formation of schoolchildren’s competencies necessary for life in modern conditions. Currently in school didactics there are constant discussions about the introduction of new school subjects that have more in common with our modern life. School subjects that are studied at school today were already in the school curriculum in the past, and even the century before. However the school must correspond to current realities. In today’s world students need to learn “soft skills” to be competitive and successful in their profession. Today the society needs initiative, independent thinking, creative people who are able to perceive reality critically, who know the basics of digital literacy. New school subjects to be introduced into the curriculum should better prepare graduates for their future lives in the context of globalization, digitalization and climate change. The goal of modern education is to “teach how to learn”. Therefore it is necessary to strengthen at all levels of school education the tendency to develop in students independent thinking, creativity, the ability to project new own research. The article describes and analyzes individual school subjects introduced into the school curriculum in a number of countries in recent decades. In some schools in Germany the school subjects “Research”, “Care”, “Nutrition and Health”, “Happiness” are studied. Schools in Italy, New Zealand, Finland have introduced the subject “Climate Change and Sustainable Development”, etc. Examples of the main forms of organizing lessons and the main approaches (project-based learning, cross-subject learning) are given. The role of the teacher is defined, they play the role of a consultant, whose main task is to motivate the student to research, regardless of the upcoming assessment, to teach them to think. The main principles in the implementation of student projects are the integration of individual school subjects, practical orientation, connection with modernity.

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18

Muijs, Daniel. "New Directions for School Effectiveness Research: Towards School Effectiveness Without Schools." Journal of Educational Change 7, no. 3 (August 25, 2006): 141–60. http://dx.doi.org/10.1007/s10833-006-0002-7.

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19

Alexander, Monique, and Vanessa A. Massaro. "School deserts: Visualizing the death of the neighborhood school." Policy Futures in Education 18, no. 6 (September 2020): 787–805. http://dx.doi.org/10.1177/1478210320951063.

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The purported purpose of school choice policies is to increase students’ access to “good schools.” There is little discussion, however, of where those good schools are located, nor of the ways in which the distribution of good schools mirrors broader patterns of uneven development in the United States. Given that schools are neighborhood assets and that the distance which students travel to get to school affects their success, the locations of schools matter tremendously and are inextricable from questions of social and spatial justice. We introduce and argue for the explicit use of the term “school desert” as a way for scholars to understand and describe the spatial injustice of school closures and for activists to argue the importance of effective local schools. Spatial visualization and rendering of social problems is an invaluable strategy for effecting policy change. As cities move increasingly to a “de-spatialized” geography of schooling where catchment zones are less determinate of where a student attends school, it is important to consider where the desirable schools are and where they are not. A more nuanced visualization of school locations than neighborhood demographics offers a new lens through which to examine the (un)intended effects of school closures on students, communities, and development. Using Pennsylvania as a case study, we use a geographic information system (GIS) to evaluate the broader reverberations of school choice policies and determine who, demographically, has access to high-quality schools. In light of this research, we also propose an innovative analytic and methodology that describes the educational inequity which is caused by spatial relationships between students’ homes and high-quality schooling. Through the concept of a school desert we explore the (un)intended spatial implications of school closures. School deserts occur as a result of school choice policies that justify school closures. Closures and the location of good schools are geographically uneven, tempered by the federal and local policies that ensure income and racial segregation in US housing. Our analysis of Pennsylvania reveals the uneven distribution of access to good schools in the same way that mapping food deserts displays how market forces have failed to evenly distribute quality food. We find that areas with high-quality schools are significantly wealthier and whiter than school deserts, a conclusion which mirrors those concerning other low-quality neighborhood assets. School deserts as a methodology demonstrate that if students do not have geographic access to good schools, then school choice policies do not, in fact, offer choice.

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Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (April 12, 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.

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Bock, Marj, Mari Caballero, and Kelly O'Neal-Hixson. "Special Education Teachers in Residence." Educational Renaissance 10, no. 1 (November 2, 2021): 32–47. http://dx.doi.org/10.33499/edren.v10i1.181.

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Rural schools face unique challenges recruiting teachers. Rural school administrators report difficulties finding qualified applicants. Unique challenges rural special education teachers face, e.g., working with a more diverse group of students including those with significant disabilities, heighten the difficulties rural administrators experience when recruiting and retaining qualified special education teachers. Leveraging university/rural school partnerships, e.g., resident teacher university/school partnerships, can help rural schools recruit and retain qualified special education teachers. This article describes the Teachers College Special Education Fellowship Program (TCSEFP), a virtual residency in teaching program. This program established virtual partnerships between the university and numerous rural school districts throughout the state. The article includes a description of the program, evaluation data, and implications for other virtual university/school residency in teaching programs.

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22

Zuvayduloyevna, Nigmatova Mavjuda. "FOREIGN LANGUAGES IN PRE-SCHOOL EDUCATION." International Journal of Advance Scientific Research 4, no. 2 (February 1, 2024): 130–33. http://dx.doi.org/10.37547/ijasr-04-02-20.

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This article is devoted to the main problems of teaching a foreign language in the field of preschool education: philological education at an early age, in particular, the development of children's general speaking ability in language teaching, the formation of the ability and readiness to use a foreign language as a means of communication, another national culture the importance of getting to know.

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23

Correia, Walter Roberto, and Sergio Roberto Silveira. "School physical education." Quaestio - Revista de Estudos em Educação 22, no. 3 (December 23, 2020): 699–719. http://dx.doi.org/10.22483/2177-5796.2020v22n3p699-719.

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This article has as its goal to justify and analyze the thematic propositions of the XV Seminar of School Physical Education: teachers’ autonomy and responsibilities. To do so, the theme is historically contextualized from two phases: 1) The search for legitimacy in the academia and; 2) The search for approximating teachers and their teachings. In the first one, it is possible to affirm that the seminars organized by EEFEUSP, from their very beginning and throughout the following twenty years, have presented an academic position towards the specificities and the different forms of school knowledge related to the curriculum component Physical Education, aiming at contributing to a legitimacy of the Physical Education itself in the academia. In the second phase, the question is properly and profitably addressed so to justify the seminar’s time and social place, targeting the teaching and the building of different kinds of knowledge through it. In this last phase, it is noticed an increase in the number of participants and also in the number of presentations, showing that the path chosen with locus on the teaching was right. Finally, once the analysis of the editing of the XV Seminar of School Physical Education is finished, it is put in this essay the challenge to think and project seminars to the next decade.

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24

Nunes, Tânia Celeste Matos. "Second school education." Memórias do Instituto Oswaldo Cruz 95, suppl 1 (2000): 69–70. http://dx.doi.org/10.1590/s0074-02762000000700013.

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25

Baker, Karen J., and Judith K. Griffith. "School Health Education." Social Marketing Quarterly 2, no. 3 (October 1995): 39–41. http://dx.doi.org/10.1177/152450049500200307.

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Collins, Janet L., Meg Leavy Small, Laura Kann, Beth Collins Pateman, Robert S. Gold, and Lloyd J. Kolbe. "School Health Education." Journal of School Health 65, no. 8 (October 1995): 302–11. http://dx.doi.org/10.1111/j.1746-1561.1995.tb03378.x.

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Pate, Russell R., Meg Leavy Small, James G. Ross, Judith C. Young, Katherine H. Flint, and Charles W. Warren. "School Physical Education." Journal of School Health 65, no. 8 (October 1995): 312–18. http://dx.doi.org/10.1111/j.1746-1561.1995.tb03380.x.

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28

Massey, Doreen E. "School sex education." Health Education Journal 49, no. 3 (September 1990): 134–42. http://dx.doi.org/10.1177/001789699004900311.

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29

Petkovska, Biljana, Dragana Koceva, Tatjana Ulanska, and Snezana Savin Kirova. "Primary school education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 2366–70. http://dx.doi.org/10.1016/j.sbspro.2010.03.338.

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Kudaiberdieva, Gulmira. "SCHOOL EDUCATION PROBLEMS." Alatoo Academic Studies 21, no. 1 (March 30, 2021): 82–88. http://dx.doi.org/10.17015/aas.2021.211.10.

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Over the years of gaining independence of Kyrgyzstan, the education system has undergone a reform of its structure and content. Students from Kyrgyzstan participated in the international comparative study PISA, the results of which revealed many problems in the school system. The main problem in the study is the orientation of the education system to the formation of students' academic knowledge. The article analyzes the education system of Kyrgyzstan since the acquisition of independence of the republic. The adopted normative documents aimed at ensuring the quality of education, the formation of the competence of students are characterized. The directions of development of the school education system for the widespread introduction of information technologies and the use of modern teaching methods in the educational process are highlighted.

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Skamp, Keith. "Environmental Education: Implementation in a NSW Department of School Education Region." Australian Journal of Environmental Education 12 (1996): 61–70. http://dx.doi.org/10.1017/s0814062600004195.

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ABSTRACTSurvey results are described for the perceived, implementation of the NSW Environmental Education Curriculum Statement in one School Region. Data provide a picture of the extent to which schools have documented Environmental Education policies and the amount and kind of implementation at school level. Reference is made to the use of field study centres, community involvement, and the extent and possible impact of professional development opportunities on these measures. Comparisons are made between the primary and secondary sectors. Professional development does appear to have had some impact, and the ‘across curricula’ approach seems to have had partial success. Reasons for the limited involvement of secondary schools are suggested. The extent of primary project work which was occurring appeared encouraging but there were unanswered questions about whole school programs. NSW Government initiatives such as Field Study Centres and the Greening of Schools program appeared to be playing important roles.

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OZGENEL, Mustafa, Filiz CALISKAN YILMAZ,, and Feyza BAYDAR. "School Climate as a Predictor of Secondary School Students’ School Attachment." Eurasian Journal of Educational Research 18, no. 78 (November 29, 2018): 1–30. http://dx.doi.org/10.14689/ejer.2018.78.5.

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33

Milerski, Bogusław. "Religious education in a public school between religious particularism and general education. Comparative analysis." Studia z Teorii Wychowania XIV, no. 3 (44) (October 4, 2023): 187–210. http://dx.doi.org/10.5604/01.3001.0053.9204.

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The basic determinant of a public school as a social and educational environment should be the promotion of social inclusion and cohesion. In most countries of the European Union, religious instruction is a subject of school education. These countries adopt different models in terms of legal legitimacy, organization and curriculum. The idea of introducing religion as a compulsory subject appeared in Poland. Non-public schools, i.e. a school run by social, religious or privat units, have the right to special curricular solutions. A public school, i.e. a school free of charge and available to every student, regardless of their worldview, should conduct religious education in the spirit of dialogue and social cohesion as an element of general education. This article presents a comparative analysis of religious education in public schools from the perspective of the relationship between religious particularism and general education. I assume that in individual countries both religious particularism and general education may be defined differently in the context of school education.

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34

Potterton, Amanda U. "Leaders’ experiences in Arizona’s mature education market." Journal of Educational Administration 57, no. 1 (February 11, 2019): 21–35. http://dx.doi.org/10.1108/jea-02-2018-0043.

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Purpose In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues. Design/methodology/approach The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2). Findings School leaders’ decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition. Practical implications As market-based policies and practices become increasingly popular in the USA and internationally, a study that examines leaders’ behaviours and actions in a long-standing school choice system is timely and relevant. Originality/value This study uniquely highlights school leaders’ perceptions and actions in a deeply embedded education market, and provides data about strategies and behaviours as they occurred.

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Zhytnik, Тetiana. "Initial art education." Linguistics and Culture Review 5, S4 (November 9, 2021): 799–807. http://dx.doi.org/10.21744/lingcure.v5ns4.1724.

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The purpose of research work is analyze the main provisions of the Modern Art School Concept, to determine the key guidelines and the main content of the modern art school’s educational process, proposed by the authors of the document. Tasks of research work: to find out the compliance of the Modern Art School Concept main provisions regarding the possibility of its implementation in practice, to comment it. Research methods: analysis of the document «The concept of a modern art school: Order of the Ministry of Culture of Ukraine [date: December 20, 2017 ? 1433]»; generalization of the main provisions, the ratio of the document’s main provisions with others (on approval of the Regulations on the art school: Order of the Ministry of Culture of Ukraine [date: August 9, 2018 ? 686]; on approval of Methodical recommendations for the development of urban schools’ educational programs: order of the Ministry of Culture of Ukraine16.07.2018 ? 633], definition of the main document’s trajectories, comments. Results. The authors of the Modern art school concept divide the document into sections: «Initial art education: traditions and foundations», «Contemporary art school: why changes need?», «Model of modern art school» and «Ways to implement the concept».

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Majid, Novita, Warman Warman, Wingkolatin Wingkolatin, and Jepopi Selvia. "The Implementation Of Character Education On Civics Education Subject For Inclusive Students." Educational Studies: Conference Series 2, no. 2 (January 31, 2023): 288–96. http://dx.doi.org/10.30872/escs.v2i2.1634.

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This study aims to determine the problems of managing inclusive education in elementary schools in Kutai Kartanegara and formulate a model of inclusive school management. Currently, there are 2400 schools that are members of the Indonesian Integrated Islamic School Network. Almost all schools in Jakarta and West Java have been asked by the government to apply the concept of inclusive education, as well as several schools in other areas that have accepted children with special needs. Various problems arise, and it is felt necessary to find a solution to these problems. In particular, this research answers the questions, namely How to Implement Character Education in Civics Subjects for Inclusive Children. This study uses a qualitative research method with a case study approach. Data was collected through interviews, study of relevant documents and FGD with 6 school leaders from 3 schools providing inclusive education. The results of the study explain that each inclusive child has their own advantages or learning modalities, so that the learning and management services provided by the school adapt to the child's needs. Then for educators in inclusive schools there is also no need to be afraid because teaching students with special needs already has academic qualifications and competence standards. The inhibiting factors that occur in the implementation of character education in Civics subjects for inclusive students are internal factors (from students and school management), as well as external factors (derived from government policies and the implementation of inclusive education). the efforts made by schools in the implementation of character education in Civics subjects for inclusive students are: (1) schools still labeled with special needs children, services are provided by classroom teachers and special teachers work in teams; (2) schools without being labeled with ABK, services are provided by classroom/maple teachers equipped with PLB competencies and working in permanent teams; (3) learning in class is done individually, although there are some children who have the same learning needs; and (4) multimodality-based learning with a multilevel curriculum.

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Gelažauskienė, Kristina, Dalia Augienė, and Vincentas Lamanauskas. "STUDENTS’ CAREER EDUCATION IN GENERAL EDUCATION SCHOOLS: PRACTICAL IMPLEMENTATION, PROBLEMS AND IMPROVEMENT POSSIBILITIES." Baltic Journal of Career Education and Management 6, no. 1 (December 28, 2018): 15–29. http://dx.doi.org/10.33225/bjcem/18.6.15.

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School has to guarantee the effective development of career competencies, which are necessary to consciously and successfully create and manage your career and, respecting student’s inclinations, values and abilities, to help him cognise himself, the activity world, and to choose future career. It is important to make conditions for all students to develop their career competencies, to support them in the process of cognising, creating and realising themselves. Career education is a common team work, the success of which is possible if most of the school employees contribute to career competence development, various school activities, oriented to students’ personality maturity help students as well to acquire and develop the competencies necessary for successful career. In the research, it was referred to an attitude that career education is a systematic and purposeful process, by which it is helped the student to make a career choice and to acquire career competencies. The research object was - career education in general education schools. The research aim was – to ascertain teachers’ attitude to career education in general education schools. In the research, a survey strategy was applied. Descriptive statistics procedure was applied for calculation of frequencies and comparing of averages. It was a pilot research. The research took place in Klaipėda city municipality general education schools in 2017. In the research, the teachers from 100 general education schools took part. The survey was carried out online. Using “Google forms” device, the questionnaire was presented to school teachers. The research results revealed that education process was very intensive, there was a lack of time for carrying out career education activities, lack of consistency, financing, not in all schools career education programme was prepared, there was lack of efficiency, there were not enough career education programmes, methodological devices, there was lack of all school community involvement in career education organisation and social partner help for career education activity implementation outside the school. Research results showed that carrying out career education activities was problematic. Keywords: career education, career choice, career competencies, general education school.

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Conger, Dylan. "Within-School Segregation in an Urban School District." Educational Evaluation and Policy Analysis 27, no. 3 (September 2005): 225–44. http://dx.doi.org/10.3102/01623737027003225.

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This article examines ethnic segregation, defined as segregation among racial groups as well as between native-born and immigrant students, across elementary school classrooms in New York City. Specifically, the study compares patterns in within-school segregation across ethnic groups, grades, boroughs, and years. Current levels of within-school segregation are also compared to levels of across-school segregation and to levels of segregation that result from three simulations where students are assigned to their classrooms: (a) randomly, (b) to achieve complete ethnic segregation, and (c) according to their prior year test scores. Results indicate that racial segregation across schools is far greater than racial segregation within schools, however the segregation of immigrants within-schools is equal to the segregation of immigrants across schools. Within-school segregation cannot be entirely attributed to random processes or to the use of ability grouping practices, particularly in the case of black and Hispanic segregation. Finally, segregation within-schools varies considerably across the five boroughs and declined during the second half of the 1990s.

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Margevica-Grinberga, Ieva, and Indra Odiņa. "Mentoring for school-based teacher education." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2389–401. http://dx.doi.org/10.18844/cjes.v16i5.6348.

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Due to the shortage of teachers at schools, the Ministry of Education and Science in Latvia has devoted special attention to fast track of teachers to teaching starting new teacher education project to attract capable and motivated professionals from various fields to the work of a teacher. This also raised the necessity for the development of programme and training competent teachers to act as mentors in school-based teacher education programme. The study aimed to explore and evaluate mentor education in the context of work-based (school-based) initial teacher education. The research sample consisted of 55 participants of mentor professional development programme and 2 mentor trainers. The data analysis of participants’ questionnaires, reflections, mentor trainers’ self-evaluations and feedback on participants’ assignments led to the guidelines for building partnership between schools and universities to promote a common understanding of school-based teacher education. Keywords: mentor education; school-based teacher education; student teacher; university-school partnership

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Macit, Zerin Bölükbaşı, and Cem Tümlü. "“Death Education” at School for Counselors Who Work in Elementary School." Journal of Qualitative Research in Education 7, no. 4 (October 25, 2019): 1–19. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.4s.12m.

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Macit, Zerin Bölükbaşı, and Cem Tümlü. "“Death Education” at School for Counselors Who Work in Elementary School." Journal of Qualitative Research in Education 7, no. 4 (October 25, 2019): 1–19. http://dx.doi.org/10.14689/issn.2148-624.1.7c.4s.12m.

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Shakhnoza, Rakhmonova. "METHODS OF PROVIDING AESTHETIC EDUCATION TO CHILDREN IN PRE-SCHOOL EDUCATIONAL ORGANIZATIONS." Oriental Journal of Education 03, no. 02 (March 1, 2023): 25–30. http://dx.doi.org/10.37547/supsci-oje-03-02-05.

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Cocoradă, Elena, Ana-Maria Cazan, and Ioana Emanuela Orzea. "School Climate and School Achievement in the Romanian Secondary Education." Journal of Psychoeducational Assessment 36, no. 5 (December 1, 2016): 516–22. http://dx.doi.org/10.1177/0734282916683285.

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This article presents a tool that provides reliable scores for studying the school climate from the students’ perspective, created for the Romanian context. The main aim of the article is to present the psychometric properties of the instrument. The participants were 605 students, enrolled in four secondary schools and four high schools, from an urban area. The exploratory and confirmatory factor analyses revealed a seven-factor structure: student–teacher relationships, headmaster’s involvement in school life, student–student relationships, school satisfaction, achievement motivation, student–form teacher relationship, and perceived safety. The results revealed that gender, school location, and parents’ educational level could significantly predict school performances.

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Karpov, Grigory A. "School Education in Colonial Kenya." Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, no. 1 (2023): 115. http://dx.doi.org/10.31857/s086919080023123-2.

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The article is devoted to the study of the system of school education in Kenya during the colonial era. The ideological basis of the educational policy of the British authorities has been studied. The main differences between state, missionary and independent African schools are traced. Particular attention is paid to the analysis of the specifics of the learning process on the example of comparing European and African schools, including a huge disproportion in the amount of funding, differences in examination procedures, learning conditions, classroom equipment, content of school programs. The pioneers in spreading literacy among the natives were missionary communities. Protestant and Catholic schools combined religious education with the transfer of basic knowledge about medicine, hygiene, construction, and agriculture to the new flock. Ethnic and racial segregation was the norm in colonial society and limited the range of subjects taught to students of African descent. Since 1925, the Kenyan intelligentsia successfully sought to create their own educational institutions, where they independently determined the content of educational material, emphasizing the study of English and mathematics. The school system during this period of Kenyan history was part of the general system of imperial government and provided the training of the necessary personnel. The colonial legacy helped the authorities of independent Kenya in the second half of the 20th - early 21st centuries to achieve significant results in the field of education. Among its African neighbors, the country today remains the undisputed leader in the training of highly qualified specialists.

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Maranto, Robert, and M. Danish Shakeel. "Family Change, Schools, and School Choice." Journal of School Choice 15, no. 1 (January 2, 2021): 7–9. http://dx.doi.org/10.1080/15582159.2021.1883902.

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Pallas, Aaron M. "School Climate in American High Schools." Teachers College Record: The Voice of Scholarship in Education 89, no. 4 (June 1988): 541–54. http://dx.doi.org/10.1177/016146818808900405.

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Covell, Katherine. "School engagement and rights‐respecting schools." Cambridge Journal of Education 40, no. 1 (March 2010): 39–51. http://dx.doi.org/10.1080/03057640903567021.

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McLeskey, James, and Nancy L. Waldron. "Comprehensive School Reform and Inclusive Schools." Theory Into Practice 45, no. 3 (July 2006): 269–78. http://dx.doi.org/10.1207/s15430421tip4503_9.

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Furtwengler, Willis J., and Beth Farley. "Effective School Retreats Improve Secondary Schools." NASSP Bulletin 71, no. 500 (September 1987): 118–22. http://dx.doi.org/10.1177/019263658707150019.

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Goodlad, John I. "School-University Partnerships and Partner Schools." Educational Policy 7, no. 1 (March 1993): 24–39. http://dx.doi.org/10.1177/0895904893007001003.

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