Relevant bibliographies by topics / School of Social and Cultural Studies

Academic literature on the topic 'School of Social and Cultural Studies'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School of Social and Cultural Studies"

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Muzis, Ivars. "THE IMPACT OF SOCIAL AND CULTURAL FACTORS ON A TEACHER." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 1 (March 5, 2009): 57–63. http://dx.doi.org/10.48127/spvk-epmq/09.1.57.

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Introduction. This paper outlines socio – cultural factors which may impact teachers’ decisions and prac-tices regarding instruction. Goal. To examine and assess the working behavior of teachers aiming at iden-tifying the key school cultural factors that influence the effective working behavior. Materials and methods. Theoretical method: studies and analysis of literature sources, empirical method: questionnaire. Results. The four dimensions of school culture collectively exert a strong influence over teacher behavior in a num-ber of ways. Conclusions. Based on what teachers report about their school culture, this study of school culture leads to a better understanding of the people working behaviors towards improving the schools performance. Key words: socio-cultural factors, school culture, professional orientation.
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Yar, Hasan. "An Invisible School: Social-Cultural Work of the Mosque Organizations." Religions 14, no. 1 (December 30, 2022): 62. http://dx.doi.org/10.3390/rel14010062.

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There is a knowledge gap in the contribution of socio-cultural work in Islamic organisations to the participants’ learning and development. This article focuses on the role of the socio-cultural work of Islamic organizations as a form of non-formal education. Education is the internal process of a person which leads to a better understanding of themself and their situation, a critical appreciation of their situation and a conscious and targeted use of the possibilities in their social situation. Therefore, what volunteers learn when they participate in socio-cultural work in mosque organizations will be investigated. The research is based on the case study of a Turkish faith-based organization Milli Görüş Amsterdam-West (MGAW) and its volunteers. The method of the research is ethnographic field research. The research focuses on a specific group of participants, namely, the volunteers who are active at the MGAW. One of the results of the research is that the participants who follow the social-cultural activities of MGAW for a certain period develop a cohesive worldview whereby volunteering becomes a virtue.
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Kafadar, Tuğba. "Cultural Heritage in Social Studies Curriculum and Cultural Heritage Awareness of Middle School Students." International Journal of Progressive Education 17, no. 2 (April 7, 2021): 260–74. http://dx.doi.org/10.29329/ijpe.2021.332.16.

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Dekker, Karien, and Margje Kamerling. "Social skills scores." Journal for Multicultural Education 11, no. 4 (November 13, 2017): 275–86. http://dx.doi.org/10.1108/jme-09-2016-0048.

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Purpose The paper aims to examine to what extent and why parental involvement as well as characteristics of ethnic school population influence social skills scores (social position, behavioural skills) of students. Design/methodology/approach The study used the COOL5-18 database (2010) that included 553 Dutch primary schools and nearly 38,000 students in Grades two, five and eight (aged approximately 5, 8, 11, respectively). Multilevel regression analyses were used for analysis. Findings The findings indicate that parental involvement has a positive impact on the social skills scores of the students; behavioural skill scores are higher in ethnically homogeneous schools and lower in schools with a high share of non-Western ethnic minority students. There is no impact of characteristics of school population composition on social position scores. Research limitations/implications A possible disadvantage is the way in which social skills and parental involvement were measured. These measurements are possibly negatively influenced by the teacher’s judgement of the language skills of the parents. Originality/value Existing research focuses on the impact of parental involvement and the composition of ethnic school population on cognitive skills. This study shows that parental involvement has a positive impact on social skills. This study also shows that in schools with a homogeneous ethnic composition or a high share of native Dutch children, behavioural skills scores are higher, but social position scores are not impacted.
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Purgason, Lucy L., Robyn Honer, and Ian Gaul. "Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students." Professional School Counseling 24, no. 1 (January 1, 2020): 2156759X2097365. http://dx.doi.org/10.1177/2156759x20973651.

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Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.
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Zhivov (†), Viktor. "Conceptual History, Cultural History, Social History." ВИВЛIОθИКА: E-Journal of Eighteenth-Century Russian Studies 2 (November 1, 2014): 1–14. http://dx.doi.org/10.21900/j.vivliofika.v2.746.

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V. M. Zhivov’s introduction to Studies in Historical Semantics of the Russian Language in the Early Modern Period (2009), translated here for the first time, offers a critical survey of the historiography on Begriffsgeschichte, the German school of conceptual history associated with the work of Reinhart Koselleck, as well as of its application to the study of Russian culture. By situating Begriffsgeschichte in the context of late-nineteenth and early twentieth-century European philosophy, particularly hermeneutics and phenomenology, the author points out the important, and as yet unacknowledged, role that Russian linguists have played in the development of a native school of conceptual history. In the process of outlining this alternative history of the discipline, Zhivov provides some specific examples of the way in which the study of “historical semantics” can be used to analyze the development of Russian modernity.
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Gao, Jing. "Asian American Students’ Perceptions of Social Studies." International Journal of Multicultural Education 22, no. 3 (December 31, 2020): 76. http://dx.doi.org/10.18251/ijme.v22i3.2515.

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This qualitative study explores Asian American high school students’ perceptions of social studies. The study finds that students affirm the value and significance of learning social studies. Their different interpretations of social studies further reveal that their social studies learning experiences have been influenced by their teachers’ beliefs and practices on social studies curriculum and instruction, and the interplay with students’ complex and multi-faceted identities. The findings of this study suggest a comprehensive and diversified curriculum and culturally relevant teaching in social studies.
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Carter, Prudence L. "Race and Cultural Flexibility among Students in Different Multiracial Schools." Teachers College Record: The Voice of Scholarship in Education 112, no. 6 (June 2010): 1529–74. http://dx.doi.org/10.1177/016146811011200605.

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Background/Context One of the most critical functions of a well-integrated school is the development of “culturally flexible” students who, over the course of their social development, effectively navigate diverse social environs such as the workplace, communities, and neighborhoods. Most studies, albeit with some exceptions, have investigated the impact of desegregation on short- and long-term gains in achievement and attainment, as opposed to its impact on intergroup relations. Mixed-race schools are vital not only for bolstering achievement outcomes of previously disadvantaged students but also for promoting social cohesion in a diverse society. Purpose/Objective/Research Question/Focus of Study Specifically, this article examines the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions. Cultural flexibility is defined as the propensity to value and move across different cultural and social peer groups and environments. Furthermore, this article provides some insight into how students in different mixed-race and desegregated educational contexts experience their school's social organization and cultural environments, which influence their interactions and academic behaviors. Setting The study was conducted over a 6-month period in four high schools: a majority-minority school and a majority-white school located in a northeastern city, and a majority-minority school and a majority-white school located in a southern city. Research Design Survey data were gathered from a randomly stratified sample of 471 Black and White students attending. In addition, ethnographic notes from weeks of school observations and transcribed interview data from 57 group interviews conducted in the four schools with students in Grades 9–12 complemented the survey research. Data Collection and Analysis Findings reveal significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students. Also, black students in majority-minority schools scored significantly higher on the cultural flexibility scale than those in majority-white schools. Among white students, regional location and academic placement showed statistically significant associations with cultural flexibility. The ethnographic and interview data further explicate why these patterns occurred and illuminate how certain school contextual factors are likely linked to students’ cultural flexibility. Overall, this study's findings highlight some connections between student and school behaviors as they pertain to both students’ and educators’ willingness and ability to realize the visions of racial and ethnic integration wholly.
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Jančič, Polona, and Vlasta Hus. "Treatment of Cultural Heritage Content in the Subject Social Studies in Primary School." Creative Education 09, no. 05 (2018): 702–12. http://dx.doi.org/10.4236/ce.2018.95052.

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Reay, Diane, and Helen Lucey. "Stigmatised choices: social class, social exclusion and secondary school markets in the inner city." Pedagogy, Culture & Society 12, no. 1 (March 2004): 35–51. http://dx.doi.org/10.1080/14681360400200188.

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Dissertations / Theses on the topic "School of Social and Cultural Studies"

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Dorado, Joanna P. "The Influence of Social and Cultural Capital on Student Engagement| The Need for School Counselors in Predominantly Hispanic Schools." Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637575.

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The premise of this research is to consider Pierre Bourdieu's social and cultural capital theoretical framework to analyze the life experiences of Mexican American high school students. This qualitative study examined the perceptions of two administrators, four counselors, three students, and three parents regarding the influence of social and cultural capital on student engagement. Three of the participants were first-generation working class Hispanic students with aspirations to attend a four-year university. The participants were interviewed through a semistructured interview protocol to identify what sources of capital are the most useful in creating better educational opportunities for Mexican American students. This qualitative study used a narrative inquiry design to gather data from the participants. This design allowed for the gathering of "authentic voices" of Mexican American students and those who work with them. This study validates the important role of social and cultural capital acquired at home and at school, and the needed access to quality resources and meaningful relationships. The finding and limitations reviewed in this study bring awareness to the need for social and cultural capital resources to improve social outcomes for low-income Hispanic students. Based on the data findings, recommendations are made for school counselors and Hispanic students.

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Höijer, Karin. "Contested Food : The Construction of Home and Consumer Studies as a Cultural Space." Doctoral thesis, Uppsala universitet, Institutionen för kostvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-204458.

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Education about and for the home has been part of the Swedish education system for over one hundred years, and Home and Consumer Studies (HCS) has been compulsory for all pupils since the common nine-year school system was introduced in 1962. For all this time food has been a central theme, however we know very little of what food means in this context. The aim of this thesis was to seek to understand the construction of food in HCS. This thesis consists of four papers that explore food in HCS from the perspective of teachers and pupils, the role of the classroom and how food in HCS is part of a larger cultural context. Observations and focus group interviews were used to collect data. The material consists of field notes from 13 days in three HCS classrooms and transcripts of focus group interviews with 25 HCS-teachers and 20 pupils. The analytical methods used were based on social constructionist assumptions which were supplemented by theories on culture, space and spatiality. Results show that teachers constructed both pupils’ homes and society in general as deficient in relation to health. Their role, as public health commissioners, was to educate pupils about food on issues such as health and sustainability. Pupils relied on their personal experiences from home to make sense of food in HCS. To them, home was the authentic place for food where everyday life took place. Food in HCS on the other hand was de-authenticised and sometimes hard to make sense of. This meant that there was a limited shared understanding between pupils and teachers. A spatial analysis of the HCS classroom as a learning space for food showed that past ideologies and traditional power geometries were built into the physical layout and social relationships constructing the room. Food in HCS was found to reflect cultural values of the surrounding society at the same time as a specific HCS cuisine emerged. Food in HCS was thus constructed as contested in interaction between food, pupils, teachers and classroom as well as in relation to a wider context.
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Gunel, Elvan. "Understanding Muslim girls' experiences in midwestern school settings negotiating their cultural identities and interpreting the social studies curriculum /." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1181845395.

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Choi, Sungkyu. "Cross-cultural attitudes toward deaf culture in a multi- and singular cultural society : a survey of residential school based teachers for the deaf who are deaf and hearing." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941571.

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During the past few years, Deaf culture has emerged as an important philosophy that could lead to a radical restructuring of Deaf education methods. The purpose of this study was to determine attitudes concerning Deaf culture from teachers of residential based schools for the Deaf who are Deaf and Hearing.Prior to initiating direct contact with the teachers, the superintendents or principals of the selected residential schools were contacted via mail, and their permission secured. In the United States, 279 teachers (69 teachers who are Deaf, 210 teachers who are Hearing) from seven midwest residential based schools for the Deaf and in South Korea 310 teachers (26 teachers who are Deaf, 284 teachers who are Hearing) from all eleven residential based schools for the Deaf participated.Two-factor ANOVA procedures with repeated measures on one factor were utilized to analyze the teachers' attitudes toward Deaf culture in America and South Korea from a 30-question survey using a five-point Likert scale.This study concluded that: (a) Deaf culture was a subculture in mainstream society whether it was a multi- or singular cultural society--although attitudes toward Deaf culture were accepted more negatively in a singular society than those in a multi-cultural society; (b) Deaf culture was accepted by teachers of schools for the Deaf who are Deaf more readily than those who are Hearing in both multi- or singular cultural societies; and (c) there was no significant correlation between attitudes of teachers who were employed at different levels of instruction, such as elementary and middle or secondary school.
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Konde, Patrick. "Ra(ce)ising Questions About School : Analyzing social structures in a Swedish High School." Thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332976.

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This thesis is based in a Swedish high school and scrutinizes social interaction among students. The material was gathered in semi-structured interviews and observations made outside of classrooms, but inside the school grounds. The study strives to analyze power dynamics that the students adhere to in their social relationships at the school. It uses intersectionality as an analytical tool to understand the gendered and racialized ways in which students understand themselves in the social complex as social beings within a system. Based on three months of ethnographic fieldwork conducted at this Stockholm-region high school during the spring of 2016, this essay also seeks to address the narrow ways in which Swedishness and non-Swedishness are constructed as dichotomous, as well as the power relations attached to acknowledgement of national belonging. Furthermore, the study analyzes ways in which students reinforce and communicate group belonging through attire, body language and speech. The thesis also considers how power dynamics stipulated by homosociality become an important factor in determining agency.
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Eisenberg, Jarin Rachel. ""The best we can with what we got" mediating social and cultural capital in a Title I school /." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2847.

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Leon, Katrina Johnson. "Yuli's story| Using educational policy to achieve cultural genocide." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181177.

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All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation.

This qualitative study focuses on Yuli’s experience as she traversed the educational system offered to her in order to complete eighth grade, earn her high school diploma and be accepted to college. Her narrative gives insight into what she lost, personally and culturally, as a result of the operational delinquency of a United States of America government agency tasked with one duty, providing an adequate, quality education to Indigenous youth across America. This study explores Yuli’s story, educational inopportunity, and the cultural impact of leaving the reservation to attain an education.

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Knopes, Julia. "The Social Construction of Sufficient Knowledge at an American Medical School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1544043617644668.

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Torres, Diana R. "Life as a student at an independent day school." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001875.

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Johnson, Robin Margarett. "Exploring Ethnic Differences in the Predictors and Outcomes of Academic Engagement During Middle School." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/577.

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Guided by a motivational framework derived from self-determination theory, a study was conducted to examine the role of academic engagement in helping to explain and ameliorate ethnic differences in school achievement. Building on decades of research that documents both the importance of engagement to learning in European American students as well as its malleability, this study relied on an ethnically diverse sample of 6th and 7th grade students to examine three questions (1) Are achievement differences across ethnic groups due to differences in engagement? (2) Does engagement predict achievement similarly or differently across ethnic groups? and (3) Are the predictors of engagement suggested by the motivational model the same or different for students from different ethnic groups? Participants were 194 African-American, Hispanic/Latino/a, Asian/Pacific Islander, and European American middle school students who provided information about their engagement, self-system processes (SSPs) of relatedness, competence, and autonomy, and their experiences with teachers in school; information about students' cumulative achievement (GPA) was extracted from school records. First, analyses revealed few ethnic differences in achievement (only Asian/Pacific Islander students' levels of achievement were higher than students from other ethnic groups), and no ethnic differences in engagement. In analyses designed to examine if controlling for variations in engagement would cause achievement differences between ethnic groups to disappear, a test of the simple main effects demonstrated that ethnic differences in achievement were found only at the lowest level of engagement (again Asian/Pacific Islander students outperformed all other student groups). However, at medium and high levels of engagement, there were no significant differences in achievement across the four ethnic groups. Second, analyses designed to examine whether engagement predicts achievement differently across ethnic groups, revealed that although engagement was an important predictor of achievement for all students, it was even more important for non-European American (compared to European-American) students. Third, analyses designed to examine whether potential facilitators (SSPs and contextual constructs) predicted students' engagement similarly or differently across ethnic groups revealed no group differences: All predictors were positively and significantly associated with engagement for students from all four ethnic groups. These findings are considered in the context of the study's strengths and limitations and the larger literatures on engagement and achievement in ethnic minority students. A important implication of the current study is that with a more comprehensive understanding of how to support the engagement of students from ethnic minority backgrounds, schools and teachers will be better equipped to address the engagement gap, and in so doing also eliminate the achievement gap.
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Books on the topic "School of Social and Cultural Studies"

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C, Alexander Jeffrey, ed. Durkheimian sociology: Cultural studies. Cambridge [England]: Cambridge University Press, 1988.

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Cultural studies, education, and youth: Beyond schools. Lanham: Lexington Books, 2011.

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1972-, Maynard Ashley, and Martini Mary I. 1949-, eds. Learning in cultural context: Family, peers, and school. New York: Kluwer Academic/Plenum Publishers, 2005.

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Marsden, W. E. The school textbook: Geography, history, and social studies. London: Woburn Press, 2001.

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Allan, Walker, and Dimmock Clive A. J, eds. School leadership and administration: Adopting a cultural perspective. New York: RoutledgeFalmer, 2002.

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Marjoribanks, Kevin. Family and school capital: Towards a context theory of students' school outcomes. Dordrecht: Kluwer Academic, 2001.

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Marjoribanks, Kevin. Family and school capital: Towards a context theory of students' school outcomes. Dordrecht: Kluwer Academic Publishers, 2002.

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John, Smyth. Activist and socially critical school and community renewal: Social justice in exploitative times. Rotterdam: Sense Publishers, 2009.

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Philipsen, Maike. Values-spoken and values-lived: Race and the cultural consequences of a school closing. Cresskill, N.J: Hampton Press, 1999.

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Pop, Daniel. School governance and social inclusion: Involvement of parents : South East Europe cross-countries survey of principals' views. Ljubljana: University of Ljubljana, Faculty of education, 2009.

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Book chapters on the topic "School of Social and Cultural Studies"

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Wynn, Adrienne, Greg Wiggan, Marcia J. Watson-Vandiver, and Annette Teasdell. "Gender, School, and Culture: Education and Beyond." In Palgrave Studies in Race, Inequality and Social Justice in Education, 165–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75552-2_8.

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Cope, Bill, Mary Kalantzis, and Peter Wignell. "The Language of Social Studies: Using Texts of Society and Culture in the Primary School." In Literacy Learning and Teaching, 255–95. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-15151-6_6.

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Irawan, M. N., and Tay Kok Wai. "Controlling the emotions of children with autism with social stories while at school." In Emerging Trends in Psychology, Law, Communication Studies, Culture, Religion, and Literature in the Global Digital Revolution, 78–82. London ; New York : Routledge, [2020]: Routledge, 2020. http://dx.doi.org/10.1201/9780429322259-18.

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Nicolau, Lurdes. "Roma at School: A Look at the Past and the Present. The Case of Portugal." In Social and Economic Vulnerability of Roma People, 153–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.

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AbstractThe schooling process has become more widespread among the Portuguese Roma population since 1974, with the end of the Estado Novo dictatorship and the establishment of democracy. Nevertheless, the Roma nomadism or semi-nomadism, financial shortcomings and the absence of social/cultural/family stimuli are some of the reasons that explain their low school attendance rates. Only in the last decades has such attendance increased, as a result of the implementation of several public policies, particularly of the Social Integration Income. This social policy, implemented in 1996, introduced important changes in this population, especially in areas such as schooling, personal hygiene, housing, health, or sedentism.Recent research has shown an increase in the educational level of the Roma population, but school dropouts and failure remain high. This tendency was also studied in the northeast of Portugal, in a PhD thesis about the relationships between the Roma and school. In the present research work, a qualitative methodology was adopted, using direct and participant observation, as well as interviews to some Roma parents and non-Roma teachers. Both groups emphasize the main difficulties of Roma children at school.The conclusions show that several factors affect these students’ schooling nowadays, especially poor housing conditions, parents’ illiteracy or low schooling, lack of daily study monitoring at home, absence of models in their environment, non-attendance of pre-school, and discrimination against them.
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Kirchhelle, Claas. "Becoming an Activist: Ruth Harrison’s Turn to Animal Welfare." In Palgrave Studies in the History of Social Movements, 35–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62792-8_3.

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AbstractThis chapter focuses on Harrison’s life prior to writing Animal Machines. Together with her siblings, Harrison was brought up in close contact to Britain’s cultural elite. After attending schools in London, Harrison commenced her university studies in 1939. The outbreak of war had a transformative impact on her life. Harrison was evacuated to Cambridge where she likely came into contact with ethologist William Homan Thorpe. She converted to Quakerism and subsequently enrolled in the Friends’ Ambulance Unit. The Quaker principles of non-violence, humanitarianism, and bearing witness to injustice would serve as important reference points throughout Harrison’s campaigning. After the war, she completed her studies in the dramatic arts but abandoned a potential career as a theatre producer. In 1954, she married architect Dexter Harrison. Similar to many Quakers, Harrison’s humanitarian concerns motivated her to become involved in the Campaign for Nuclear Disarmament and protest perceived technological, moral, and environmental threats to society.
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Windsor, Sally, and Karin Kers. "Teaching Social Sustainability and About Sweden’s Sami Peoples in Senior Secondary School." In Springer Polar Sciences, 143–59. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_10.

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AbstractThis chapter outlines an action research project conducted in a Social Studies classroom in a Senior Secondary School in South Sápmi, Sweden. The teacher researcher had noted that despite some of the students identifying as Sami, there was a lack of awareness about Sami history and culture, and that when Sami peoples were referred to it was often in discriminatory and derogatory terms. The unit of lessons aimed to increase the students’ knowledge of Sami life both historically and presently, and awareness of how prejudice and stereotyping are used to ‘other’ certain groups to justify exploitation and oppression. Using the ‘Educating yourself in Empowerment for Sustainability’ tool and designing leaner centred and collaborative activities this research found that when students’ knowledge of Sami life increases, their prejudicial ideas about Sami peoples decrease.
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Cohen, Phil. "Cultural Studies in School Transitions." In Rethinking the Youth Question, 326–83. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25390-6_11.

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Broughton, John. "Cultural Studies in Schools." In Encyclopedia of Cross-Cultural School Psychology, 326–35. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_116.

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Yu, Georgia. "Social Skills." In Encyclopedia of Cross-Cultural School Psychology, 899–902. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_392.

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Landon, Dorothy J. "Social Work." In Encyclopedia of Cross-Cultural School Psychology, 902–4. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_393.

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Conference papers on the topic "School of Social and Cultural Studies"

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Abbas, Ersis Warmansyah. "Exploration Activities Cultural Values Through Learning In Elementary School (Sekolah Dasar Negeri/SDN) Basirih 10." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.034.

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"Cultural Knowledge Management of the Great Tradition: A Case Study of Royal Traditional Thai Crafts School for Men." In 5th International Conference on Studies in Humanities and Social Sciences. Emirates Research Publishing, 2016. http://dx.doi.org/10.17758/erpub.ea1216028.

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Sujarwo, Desy Safitri, and Tubagus Ali Rachman. "Social Studies Learning Model Based on Socio-Cultural Through Blanded Learning (Study in Junior High School in the Depok West Java)." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.001.

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Basri, Wahidul, Mukhaiyar, and Syafri Anwar. "Students Learning Outcome of Social Studies at Junior High Schools Reviewed from Social Interaction, School Culture and Achievement Motivation." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.066.

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Kertih, I. "Education of cultural and national characteristics based on local wisdom through social studies at SMP Negeri 1 Singaraja school, Bali." In The Asian Education Symposium (AES 2016). Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2017. http://dx.doi.org/10.1201/9781315166575-75.

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Nasution, Nasution, Warsono Warsono, Sarmini Sarmini, Ketut Prasetyo, Nuansa B. Segara, Dian Fauziah, and Tri S. Ulamatullah. "Training of Applying Research-Based Learning on Junior High School Social Studies Teacher." In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.056.

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Kaczmarek, Bożydar L. J. "The embodied brain: cultural aspects of cognition." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.15.

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Our thinking is grounded in our sensory, motor, affective, and interpersonal experience. Recent psychological studies confirmed that our cognition is not only embodied but also embedded since it arises from interactions with its social and cultural environments, which makes it possible to create image schemas and conceptual metaphors. Those schemas facilitate acting in everyday, routine situations, but make it difficult to depart from them since they are frames that limit our ability to see the alternatives. They are intricately linked to our world view and, therefore, resistant to changes because the latter threaten the feeling of security. This paper is aimed at evaluating people’s ability to change the existing schema. In the study, participants were asked to create a completely new story based on two well.known stories in which they had previously inserted the missing words. It was found that most participants exhibited considerable difficulties in departing from the formerly established schemas. Moreover, the emotionally loaded story proved to be more difficult to change.
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Basit, A. "Practices for Using Social Media in Students of Islamic Boarding School Collaborating with IAIN Purwokerto and its Implications on the Establishment of Students Cultural Hybridity." In Proceedings of the 19th Annual International Conference on Islamic Studies, AICIS 2019, 1-4 October 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.1-10-2019.2291671.

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Watt, Trudy. "Oblique Pedagogical Strategies: Improv and Speculative Realism in Support of Social Justice Design Education." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335075.

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This paper acknowledges the extent to which the majority of people who work in the field of architecture are white, examines the way that whiteness in the prevailing charity-service model of community-engaged design undermines meaningful social justice design, calls for dismantling white cultural dominance in architectural education, and outlines a pedagogical method that has shown some promise in uncovering blind spots caused by dominant culture belonging that commonly prevents architects from understanding the experiences of others during design analysis, especially where asymmetrical privilege exists, such as in the field of community-engaged design. With roots in improvisational theater tactics and a thinking framework from speculative realism that helps undermine defaulting to traditional hierarchies, these oblique pedagogical strategies appear to expand student capacity for open inquiry and self-reflection, revealing previously invisible biases, and may point to more meaningful social justice design with community. The hope is that this is an entry to providing transformative education in undergraduate architecture studios that creates unfettered creative space for students of color and productively reveals bias to white students. The concern remains that the tactic persists in centering white feelings of comfort in a way that erases BIPOC distress in the studio. Early experiments with this pedagogical approach showed promise in a fifth-year undergraduate capstone studio at Jefferson University focused on how architects (a largely privileged population) can form alliances with communities experiencing gentrification (a largely marginalized population) and again in a -second-year undergraduate studio deployed within a design fundamentals curriculum at the University of Wisconsin–Milwaukee School of Architecture and Urban Planning.
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Popa, Maria Cristina. "Breaking Stereotypes Concerning Remigrated Children - A Multinational Possible Intervention Plan through School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/25.

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The article is based on a multinational study involving five countries (Romania, Portugal, Italy, North Macedonia, and Iceland) facing the return migration or remigration situation. Pupils (n = 1615), teachers (n = 370), future teachers (n = 166) and youth workers (n = 30) were questioned about various aspects regarding the subject. Among the matters, cultural needs appear to the most important. Based on the statistical analysis, the article describes the dynamics of the dependent variables, with highlighted interest on cultural needs. Psychological and social needs, cultural needs, and educational needs are discussed and link conclusions appear. Following the analysis, an intervention plan is built and tailored activities for teachers are proposed. Breaking stereotypes is a sensitive aspect of the intervention for the integration of remigrated children in the country of origin. The paper presents a possible intervention plan, with the elaborated activities and argues the elaborative process by calibrating each interference with the dynamics of the studied variables.
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Reports on the topic "School of Social and Cultural Studies"

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Hager-Godat, Lynnette. The effects of public progress charts upon self-pacing in a PSI course in social studies in a traditional middle school. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3052.

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Tull, Kerina. Social Inclusion and Immunisation. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.025.

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The current COVID-19 epidemic is both a health and societal issue; therefore, groups historically excluded and marginalised in terms of healthcare will suffer if COVID-19 vaccines, tests, and treatments are to be delivered equitably. This rapid review is exploring the social and cultural challenges related to the roll-out, distribution, and access of COVID-19 vaccines, tests, and treatments. It highlights how these challenges impact certain marginalised groups. Case studies are taken from sub-Saharan Africa (the Democratic Republic of Congo, South Africa), with some focus on South East Asia (Indonesia, India) as they have different at-risk groups. Lessons on this issue can be learned from previous pandemics and vaccine roll-out in low- and mid-income countries (LMICs). Key points to highlight include successful COVID-19 vaccine roll-out will only be achieved by ensuring effective community engagement, building local vaccine acceptability and confidence, and overcoming cultural, socio-economic, and political barriers that lead to mistrust and hinder uptake of vaccines. However, the literature notes that a lot of lessons learned about roll-out involve communication - including that the government should under-promise what it can do and then over-deliver. Any campaign must aim to create trust, and involve local communities in planning processes.
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Adams, Sophie, Lisa Diamond, Tara Esterl, Peter Fröhlich, Rishabh Ghotge, Regina Hemm, Ida Marie Henriksen, et al. Social License to Automate: Emerging Approaches to Demand Side Management. IEA User-Centred Energy Systems Technology Collaboration Programme, October 2021. http://dx.doi.org/10.47568/4xr122.

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The Social License to Automate Task has investigated the social dimensions of user engagement with automated technologies in energy systems to understand how end-user trust to automate is built and maintained in different jurisdictions and cultural settings. The rapid uptake of renewable energy systems will require new automated technologies to balance energy supplies. Some developers are looking to locate these in households where energy is being used. This saves moving the energy from centralised generation sites (remote hydro, solar or wind). This report details the findings from a 2 year project with 16 researchers in 6 countries, 26 Case studies spanning electric vehicles, home and precinct batteries, air conditioners and other heat pumps.
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Wandji, Dieunedort, Jeremy Allouche, and Gauthier Marchais. Vernacular Resilience: An Approach to Studying Long-Term Social Practices and Cultural Repertoires of Resilience in Côte d’Ivoire and the Democratic Republic of Congo. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/steps.2021.001.

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This working paper aims to situate our research project within the various debates around resilience. It advocates a historical, cultural and plural approach to understanding how communities develop and share resilient practices in contexts of multiple and protracted crises. A focus on ‘vernacular’ resilience, as embedded in social practices and cultural repertoires, is important since conventional approaches to resilience seem to have overlooked how locally embedded forms of resilience are socially constructed historically. Our approach results from a combination of two observations. Firstly, conventional approaches to resilience in development, humanitarian and peace studies carry the limitations of their own epistemic assumptions – notably the fact that they have generic conceptions of what constitutes resilience. Secondly, these approaches are often ahistorical and neglect the temporal and intergenerational dimensions of repertoires of resilience. In addition to observable social practices, culture and history are crucial in understanding the ways in which vernacular and networked knowledge operates.
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Wandji, Dieunedort, Jeremy Allouch, and Gauthier Marchais. Vernacular Resilience: An Approach to Studying Long-Term Social Practices and Cultural Repertoires of Resilience in Côte d’Ivoire and the Democratic Republic of Congo. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/steps.2021.002.

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This working paper aims to situate our research project within the various debates around resilience. It advocates a historical, cultural and plural approach to understanding how communities develop and share resilient practices in contexts of multiple and protracted crises. A focus on ‘vernacular’ resilience, as embedded in social practices and cultural repertoires, is important since conventional approaches to resilience seem to have overlooked how locally embedded forms of resilience are socially constructed historically. Our approach results from a combination of two observations. Firstly, conventional approaches to resilience in development, humanitarian and peace studies carry the limitations of their own epistemic assumptions – notably the fact that they have generic conceptions of what constitutes resilience. Secondly, these approaches are often ahistorical and neglect the temporal and intergenerational dimensions of repertoires of resilience. In addition to observable social practices, culture and history are crucial in understanding the ways in which vernacular and networked knowledge operates.
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Ripoll, Santiago, Eva Niederberger, and Leslie Jones. Key Considerations: Behavioural, Social and Community Dynamics Related to Plague Outbreaks in Madagascar. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/sshap.2021.044.

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This brief explores behavioural and community dynamics related to plague outbreaks in Madagascar. The aim is to support actors involved in plague response to acquire a deeper understanding of behavioural and cultural practices and structural inequities that may exacerbate plague transmission. It also provides suggestions on how to improve communications and community engagement as part of a context-adapted plague response. It is authored by Santiago Ripoll (IDS) and Eva Niederberger (Anthrologica) and edited by Leslie Jones (Anthrologica). Contributions were made by colleagues at Institut Pasteur Madagascar, the Institute of Development Studies, Rutgers University, the IFRC and UNICEF.
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Penman, Olivia, Andrew Sheridan, Nic Badcock, Georgia Horsburgh, and Carmela Pestell. Could local sleep explain the occurrence of attentional lapses in primary school-aged children? A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0074.

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Review question / Objective: The current review aims to describe the literature on the relationship between local sleep and attentional lapses in neurotypical children or children with ADHD and how this can be applied to inform our understanding of poor attention under conditions of low arousal and increased sleep pressure. The main/primary question is, what is known from the existing literature about the relationship between local sleep and attentional lapses in children? In answering this primary question, we also want to know under what conditions is local sleep occurring? For example, does local sleep occur more frequently with increased fatigue? Eligibility criteria: All papers identified must meet the following criteria for inclusion: the population is neurotypical children and children with ADHD aged between 6 and 12 years of age, published in English, full text available (where full-text is not available, authors will be contacted to request a copy of the paper). All time frames, types of sources (e.g. qualitative or quantitative research studies), geographic locations, cultural and sociodemographic contexts will be included. Review papers (i.e. systematic reviews, meta-analyses), papers with animal studies and clinical cohorts other than ADHD (e.g. autism, sleep disorders, acquired brain injuries etc.) will be excluded. As local sleep is defined as occurring during wakefulness, studies with participants who are asleep will also be excluded.
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Martínez, Lina María, and Juan Tomás Sayago. Does Public Investment Contribute to Increasing Institutional and Interpersonal Trust?: Place-Based Policies for Sports and Cultural Activities in Cali, Colombia. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003827.

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This paper studies the effect of two place-based policies implemented in Cali, Colombia on social capital and trust. We use the CaliBRANDO survey to account for institutional and interpersonal trust, matching neighborhood of residence and where policies are applied. We set up a difference-in-difference model to estimate the impact of the policies on the indexes that measure trust. We nd that the organized sport policy improves institutional trust by about 4%. Our results are significant for soccer and basketball and not significant for futsal and other activities. The evidence does not support an effect of nightlights on trust.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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