Academic literature on the topic 'School OHS educaton'

The occupational health and safety education program (OHS) is an important intervention strategy to prevent injuries among young workers. This study aims to emphasize the importance of inclusive and integrated occupational safety education in an Inclusive Vocational School for students at 10th grade. In this study, we investigated the success levels and the awareness of the students before and after the education on occupational safety. The purpose of the study is to investigate the effects of 12-hour basic OHS education on the students’ levels of awareness and knowledge and the retention of these effects. A questionnaire comprising 10 questions and an open-ended exam comprising 20 questions that measure their knowledge level on OHS were applied to the students who had just met with the workshop environment before and after the education. As a result, OHS education delivered to students has improved the students’ awareness of OHS positively. It was observed that the knowledge levels before receiving OHS education increased according to their knowledge level after regular OHS education.

Supported by the National Marine Sanctuary Foundation, the Ocean Guardian School (OGS) program is a federally funded grant program coordinated by the National Oceanic and Atmospheric Administration (NOAA) Office of National Marine Sanctuaries. OGS supports the educational goals of national marine sanctuaries (NMS) by funding hands-on ocean conservation and stewardship programs in both public and private schools. Schools apply for grants (up to $4,000) to implement school- or community-based conservation projects to educate students, while contributing to the health and protection of local watersheds and the world’s ocean. This study is the first to estimate the value that parents have for their child’s participation in an ocean conservation and stewardship program. Using a contingent choice survey, changes to student behaviour, parents’ support for the OGS program and the non-market economic value to parents of the six program attributes are estimated.

Occupational health and safety (OHS) education is integral to healthcare practice. Nurses/nursing students are particularly vulnerable during their work in this high-risk industry. Current clinical teaching appears to focus on individual risks rather than provide a broader overview of the complex issues involved. A novel educational resource, the Safety Assessment Framework for Evaluation and Assessment (SAFER), is presented, addressing a gap in current education resources for nursing students to broaden understanding about OHS. The study re-examined pilot focus group data from first- and third- year student OHS focus groups in an Australian university School of Nursing. The SAFER framework was informed by student nurses impressions/ experiences of OHS (published in 2015 and 2016), supported by a literature review. Central to the SAFER framework is OHS ‘risk management’. It incorporates stakeholders and Australian legislation, all in relation to ‘responsibility’ and ‘trust’. Examples use focus group participant voice, linked with researcher interpretation and supporting documentation. Clinical educators now have a broad resource to facilitate student group discussions about OHS from multiple perspectives. SAFER’s value beyond face validity should be tested, to confirm its applicability as a teaching resource in various university and training environments. Keywords: occupational health, education, nursing, curriculum, student

In United States conversations about progressive pedagogy and alternative forms of education, the longstanding models that scholars used were predominantly white. African-American historians of education have problematized this narrative. More recently, the interdisciplinary field of Black Power studies has increased investigation into Afrocentric pedagogy and Black politically-engaged education after World War II (Rickford, 2016). While much attention has been paid to the freedom schools, educational sites run by Black revolutionary nationalists have received less attention. One particular site is the Oakland Community School (OCS), the Black Panther Party’s full-time day school. Initially a combined day-care and home school known as the Children’s House in 1970, the school changed to become the Intercommunal Youth Institute in 1971. It then operated as the Oakland Community School from 1974 until 1982, earning acclaim from the California Department of Education and the governor of California (Gore, Theoharis & Woodard, 2009). While multiple historical studies detail the pedagogical contours of the school and its community engagement, very few elicit the voices of former students. This work incorporates such voices, in conjunction with traditional archives and digital archival material, as a means of contextualizing the OCS within the Black Panther Party’s politics of the period and the school’s implications for contemporary education.

Background: Adolescence is one of the most dynamic stages of human development. However, Oral health is an integral part of public health, significantly impacts on the quality of life. OHE program is an important issue that should be given to them. The aim of this study was to evaluate oral health outcomes on adolescents' oral health by teachers and mothers Materials and Methods: The study was carried out in seven schools of Diyala - Baquba city. This 14-weeks duration study assessed the effectiveness of school OHE program on oral hygiene status, gingival health, and halitosis assessment of 80, 12 year-old, both genders of school adolescents. From the selected schools, one group was supervised by the teachers and the other was supervised by the mothers. General and oral health assessments were evaluated using a questionnaire. A three days training workshop was organized for the teachers and mothers. Oral hygiene, gingival health, and halitosis assessment were assessed using plaque indices, gingival indices and halitosis scores respectively. the resulting data were statistically analyzed using SPSS version 20. Results: Plaque, gingival and halitosis scores reductions were highly significant. Results recorded gingival index, and halitosis scores were lower among the teacher-led group compared to the mother-led group. Statistically, high significant differences were found (P< 0.01).But there is no significant differences were noticed between the groups for plaque index (p>0.05). Conclusions: The OHE program was effective in teacher-led group than mother-led group in improving oral hygiene status, gingival health and halitosis scores of adolescents.

Purpose The purpose of this paper is to develop a measurement model in order to investigate sorts of organizational cultures (OCs) existing in school organizations. Design/methodology/approach This study involved 300 teachers of Primary Schools in the Malang City, East Java Indonesia. It used a quantitative approach with structural equation modelling to develop a measurement model of school OC. To enable the measure of this variable to work, OC scale was constructed and validated employing a confirmatory factor analysis. Findings Results suggest items of the scale are conceptualized as unidimensional measure. The scale, thus, could be used to examine and properly identified types of OCs within a school setting. Research limitations/implications This study developed e-scale to measure OC within a school context. The measure was tested in referring to the data derived from a limited sample of primary school teachers in Malang City, Indonesia. Practical implications This study recommends that school principals are expected to create an OC to ensure the improvement of individual capacities is carried out effectively. Originality/value The investigation focused on a school OC as a complex project. Since not many research studies developed the scales to measure this specific cultural construct, the findings add to the theory in this area.

We present ten patterns and design examples in this paper, revealing some of the most relevant trends in educational design, drawn from our research on charter schools. An interdisciplinary team of students in architecture, urban planning, business, education, and psychology have completed a series of case studies of best practices, as well as profiled charter schools locally, to develop patterns and guidelines for the facility planning and educational development of charter schools. Charter schools are public schools of choice in the United States that receive more administrative and pedagogical autonomy and flexibility than district schools in exchange for meeting the performance goals specified in each school's charter. Charter schools often have innovative curriculum, challenging traditional education methods and facility design. This research addresses the connections between the designed physical environment and the learning innovations it supports, while encouraging the entrepreneurial charter school vision, emphasizing creativity in the renovation, adaptive reuse, and non-traditional use of existing buildings, efficiently maximizing student safety and learning, and adhering to best-practice standards of ecological design.

This study evaluated the effectiveness of two school-based oral health education (OHE) programs on the oral health knowledge and behavior and oral hygiene of 9-year-old children in Turkey. The study included 1,053 school children aged 9 years in Aydin, Turkey. This study was a prospective, two-arm, and parallel-group clinical trial between two different OHE programs. The dentist group received one lecture on OHE given by dentists in the classroom. The teacher group had a similar lecture given by school teachers, including supporting materials which were available throughout the academic year. Oral health knowledge and behavior were evaluated with a questionnaire at baseline, and then at 1 and 6 months. In total, 110 students were randomly selected to undergo a plaque accumulation assessment according to the Silness–Löe Index at baseline and 1 month later to determine the effects of the education programs on oral hygiene. At baseline, tooth-brushing frequency was similar in the study groups. Compared with baseline, the frequency of brushing increased significantly after 1 and 6 months in both groups ( p < .001). Teacher education was more effective for teaching correct brushing techniques ( p < .001). A significant decrease in plaque accumulation has been evaluated in both study groups at the 1-month examination after the education session ( p < .05). Both OHE programs were found to generate improvements in knowledge and behavior of children on oral health and plaque control in the short term.

Background The internet has been widely accessible and well accepted by young people; however, there is a limited understanding of the internet usage patterns and characteristics on issues related to health problems. The contents posted on online health communities (OHCs) are valuable resources to learn about youth's health information needs. Objective In this study, we concurrently exploited statistical analysis and topic analysis of online health information needs to explore the distribution, impact factors, and topics of interest relevant to Chinese young people. Methods We collected 60,478 health-related data sets posted by young people from a well-known Chinese OHC named xywy.com. Descriptive statistical analysis and correlation analysis were applied to find the distribution and influence factors of the information needs of Chinese young people. Furthermore, a general 4-step topic mining strategy was presented for sparse short texts, which included sentence vectorization, dimension reduction, clustering, and keyword generation. Results In the Chinese OHC, Chinese young people had a high demand for information in the areas of gynecology and obstetrics, internal medicine, dermatology, plastic surgery, and surgery, and they focused on topics such as treatment, symptoms, causes, pathology, and diet. Females accounted for 69.67% (42,136/60,478) and young adults accounted for 87.44% (52,882/60,478) of all data. Gender, age, and disease type all had a significant effect on young people's information needs and topic preferences (P<.001). Conclusions We conducted comprehensive analyses to discover the online health information needs of Chinese young people. The research findings are of great practical value to carry out health education and health knowledge dissemination inside and outside of schools according to the interests of youth, enable the innovation of information services in OHCs, and improve the health literacy of young people.

As part of a multiyear research project investigating the affordances of online citizen science (OCS) projects for enhancing school students’ learning in relation to science and digital technology, teacher–researchers have designed and implemented classroom interventions incorporating one or more OCS projects. The project is situated in New Zealand, and each intervention has embedded an OCS project within a wider unit of learning focusing on one or more “science capabilities” (Ministry of Education, n.d.). This article presents one of the case studies generated in the wider project. It is of a Year 9 class that engaged with the OCS project Planet Four as part of a wider inquiry unit emphasising the science capability Use evidence: “Can humans live on Mars?” The findings demonstrate that a deliberate focus on using evidence throughout the unit gave students multiple opportunities to practise and develop this science capability within the engaging context of space travel.

Background. Despite the evidence of significant under-reporting, young workers are over-represented in injury statistics. Possible reasons for higher injury rates include lack of skill due to inexperience, cognitive and emotional immaturity, inadequate training and supervision, and unfamiliarity with working requirements and safe operating procedures. This may also include incomplete physical development for physically demanding work and unsafe behaviours due to peer pressure or risk-taking tendencies. There is a body of evidence indicating an association between occupational health and safety (OHS) training and a lower incidence of workplace injuries, but other research indicates that young workers often receive little or no training. The limited knowledge among young people about workplace hazards, together with inconsistency in the provision of workplace OHS training indicate a need for introductory OHS education in schools. Ideally such education should be complementary to that provided in workplaces, in the community and in the home by parents. Key informants of the situation in schools are the teachers themselves. However, teacher perspectives, as well as parent perspectives have received little attention in the literature. In order to contextualise the issues, as part of the preliminary work of this research, a statistical review of young worker injury experience over a ten year period in South Australia was undertaken. A significantly higher rate of injury among young males was found, along with higher rates for 15-19 year olds compared with 20-24 year old workers. An international literature review of school-based OHS education programs was carried out, which revealed a shortage of evaluation studies. The literature review was then extended to systematically examine workplace-based training in the hospitality and food retailing sectors, where a high proportion of young people are employed. The findings suggested the importance of relevance, co-learning, and mode of delivery of training particularly participatory engagement. It is evident that there are significant knowledge gaps, not only about the elements of effective OHS education, but also how they are seen (perspectives) and operationalized (practices) by the various stakeholders. Thus the objectives of the research are twofold: Firstly, to survey current school-based introductory OHS teaching practices as well as the perspectives of teachers and parents: Secondly, to analyse and synthesize the findings and ideas to develop a conceptual framework for effective OHS education for young workers. Methods. A mixed methods approach was used – namely a questionnaire survey of teachers and interviews with parents. Following focus group discussions with teachers and school-to-work advisors, a questionnaire was developed. The participants of the survey comprise teachers from all public, independent and catholic schools providing secondary education in South Australia (n=211). Questions on current practice, teachers’ perceptions and barriers and incentives were included. Potential predictors of effective safety education were examined, and were grouped in terms of teacher-, school- and teaching-related variables. Bivariate and multivariate statistical analyses were undertaken with SPSS. Telephone interviews with parents of year 11 students were carried out, with recruitment via information in school newsletters. The participants were invited to respond to a series of semi-structured questions relating to parents’ perceptions, opinions, views and expectations on the OHS education provided by their child’s school. The transcribed data were analysed with NVivo to identify themes, patterns and contents. Results. Teacher questionnaire survey. Responding teachers (n=156) had a variety of backgrounds and experiences with an average of 21 years of teaching experience and 9 years of experience teaching OHS. They also taught subjects from all areas of the curriculum. Almost half (48%) of the teachers came from the pool of general teachers with various responsibility including teaching other mainstream subjects. Sixteen percent (16%) of teachers providing OHS education had not been trained in OHS. Despite there being State guidelines and resource materials, a variety of approaches was reported. OHS education is commonly delivered in years 11 and 12 as part of VET subjects or apprenticeship training. More generally it is delivered to year 10 students prior to work placements, at the beginning of the year or term. Almost 90% of teachers taught OHS for less than 10 hours per year. The majority of teachers gave tests or assignments for which successful completion was required prior to work placements. Three quarters of teachers considered the content both accessible and appropriate for the developmental level and capabilities of most students. Some of the respondents commented that teaching materials often contained too much information specifically related to theory and legislation, resulting in poor student response. In terms of the usefulness of resources, guest lecturers were given the highest rating. More than half of the teachers (56%) who indicated negative or mixed responses from students, suggested that students find OHS education “boring”, “dull” or “dry” from too much information and text, particularly that relating to theory and legislation. Reported barriers to OHS education were limited time availability due to the demands of a ‘crowded curriculum’, resource issues and lack of consistency. The age of teachers (>45 years), years of overall teaching and years of teaching occupational safety were significantly associated with positive student response. It was also found that there are significant associations between (i) use of videos and students’ knowledge gain; (ii) use of case studies and student engagement and participation (in public schools only) and (iii) years of overall teaching and teachers reporting the concepts as easy to teach. On the other hand, sharing own experience was negatively associated with positive student response. The results of multivariate analyses involving the outcomes relating to effective learning and teaching show that there were significant association between use of videos and gain of knowledge by students (adjusted odds ratio, 2.94), public sector school (AOR, 2.60) and use of case studies (AOR, 2.17) with student engagement and participation. There was also a strong association, though not statistically significant, between years of teaching experience (more than 20 years) (AOR, 3.04) and positive student response. The teachers who reported that the quality of education is compromised due to other demands were less likely (AOR = 0.48) to report the concepts as easy to teach. Parents’ interviews Parents (n=11) were largely unaware of any school-based preparatory OHS program. Some of them were aware about safety education as part of the relevant subjects in schools. Parents’ views about OHS focused on common sense and safe work practices. Parents thought OHS meant wearing appropriate footwear, school uniform, goggles, hat, clothing and other personal protective equipment (PPE). They seemed to be unsure if the present school OHS education had any effect on their acquiring knowledge and skills for safety in work settings. A few parents said that incorporation of OHS into the curriculum is important, but it should be precise and specific, so that their children need not spend a lot of time on this, and that it does not detract from their primary objective of having effective mainstream education. From parents’ perspectives, the people who are in best placed to provide OHS education were not necessarily teachers. However, they acknowledged that teachers could be the providers if they had the required knowledge and training. Concerns were expressed regarding inadequate training of teachers who deliver OHS education in their child’s school. On the basis of the quotations and data, parents had a very narrow and common-sense view of what OHS is which is not in line with the view of teachers. Although parents seemed disinterested in OHS education in schools, they did care about their child’s safety at school, both in the class room in relevant subjects, and on school premises, and in workplaces. Discussion and Implications. Time constraints and the lack of standardization were the two most commonly identified challenges by the teachers engaged in the provision of OHS education. Development of a standard set of guidelines may assist in addressing both of these challenges. In terms of teaching methods, the survey, and other studies, suggests that those that are engaging, interactive and face-to-face are most effective. Although parents admitted that they knew very little about their child’s school’s OHS initiatives, they are an important influence on their children’s learning experience and they are the dominant force in the lives of these children as they prepare for future work. Consequently addressing parents’ understanding is an important aspect of effective learning for students. A little less than half (44%) of teachers indicated that students responded positively to OHS education and this may result in a positive change in safety behaviours. However, further work is needed to validate this prediction – i.e. direct investigation with the students and carefully designed research to understand the effect of the OHS education on the students’ actual OHS behaviour in workplace situations. It is also important that future OHS education initiatives be subject to rigorous evaluation. The findings have implications for the way OHS education in the schools is delivered. It is evident from the findings that the concepts of OHS education may vary according to the stakeholder. In addition to addressing community expectations, there is a possibility that the programs would need to be tailored to address the perspectives of different stakeholders. In addition, there should be a partnership between schools and industry, such that knowledge and skills introduced at school are complemented and reinforced in the workplace. The findings from the reviews and empirical research lead to a conceptual framework. The framework specifies key contributors to OHS education and their inter-relationships. It describes effective education principles for young people, such as relevance, assessment and self-efficacy, but adapted to the time course of physical and psychosocial development, and the learning opportunities in the school and workplace environments. The framework identifies the need for an evidence-based and socially acceptable standard of OHS education to deliver by schools to students at the age of first entry in the workplace. Such a standard can provide a foundation for future training based in the workplace, but should be informed by parent perspectives, and may require additional teacher training. It should facilitate progressive learning from primary school through to professional and vocational education sectors.
Thesis (Ph.D.) -- University of Adelaide, School of Population Health, 2013

Gravar Territórios é uma investigação em Arte e Educação sobre duas ações de cinevideo implementadas em duas escolas, onde ANDAR e GRAVAR foram detonadores para nos aproximarmos do que nos rodeia: as pessoas e os lugares. Acontece num tempo em que comunicamos através de imagens em que se “fotografa para existir”, mas no qual nos afastamos de nós próprios, do outro e do que nos rodeia. Um tempo de urgência para que o Ser Humano tome consciência da sua condição. O trabalho de pesquisa efetuado teve por base a proposta de sair da escola e andar. Andar na rua, na paisagem, nos lugares e encontrar as pessoas… Aqui a transformação acontece na experiência, nos encontros e no caminho onde educador, artista e estudante, caminham lado a lado. Para apurar esta tomada de consciência, proponho, olhar com outros olhos, ouvir com outros ouvidos e Gravar. Gravar, implica olhar, escolher pontos de vista, medir, enquadrar, focar e neste tempo de experimentação acontecem descobertas. Neste processo produzimos um filme documental e um mapa videográfico. Esta produção adopta contextos de trabalho, próximos do cinema documental e onde a câmera se apresenta como mediadora no estabelecimento de novas relações (dentro e fora da escola). Aprendemos sobre filmes, experimentando e produzindo. No seu visionamento percebemos que o cinema nos aproxima, emocionamo-nos com as imagens, deslumbramo-nos com os lugares que ainda não tínhamos visto e identificamo-nos com as pessoas. Acontece algo “mágico”: inexplicável e tão característico do cinema. Enquanto Artista/Investigadora/Educadora, proponho refletir sobre dinâmicas onde cada um possa educar o seu olhar e sobre a necessidade de sair da escola para criar novos contextos de aprendizagem, num processo de liberdade criativa de todos.
Recording Territories is an investigation in Art and Education about two cine/video actions implemented in two schools, where WALKING and RECORDING were detonators to get closer to what surrounds us: people and places. This research takes place at a time when we communicate through images in which we “photograph to exist”, but in which we move away from ourselves, from the other and from what is around us. A time of urgency for the Human Being to become aware of his condition. The research work carried out was based on the proposal to leave school and walk. To walk on the street, in the landscape, in places and meeting people... Here the transformation takes place in the experience, in the get-togethers and in the path where educator, artist and student walk side by side. To clarifythis consciousness, I propose to look with different eyes, to listen with different ears and to Record. To record implies looking, choosing points of view, measuring, framing, focusing; and in this time of experimentation discoveries happen. Along the process, we produced a documentary film and a videographic map. This production adopts work contexts, close to documentary cinema and where the Camera presents itself as a mediator to establish new relationships (inside and outside the school). We learned about films, experimenting and producing. When viewing these films we realize that cinema brings us closer, we are moved by the images, we are dazzled by the places we had not yet seen and we identify with people. Something “magical” happens: inexplicable and so characteristic of cinema. As an Artist/Researcher/Educator, I propose to reflect about dynamics where each one can educate their eyes and about the need to go outside the school to create new learning contexts, in a process of creative freedom for all.

Impõem-se hoje à escola novos papéis e, especialmente aos seus líderes, o desenvolvimento de capacidades de gestão adequada das relações; de modo a proporcionar um clima favorável ao bom desempenho e sucesso pessoal e profissional de todos os elementos escolares. Por isso, pretendemos analisar a liderança e a sua influência no clima e nos conflitos ocorridos nessas instituições. Assim, formulámos uma pergunta de partida que nos conduziu toda a investigação e que foi sendo reformulado, de acordo com a evolução dessa investigação e que foi sendo reformulada de acordo com a evolução dessa investigação: Que papel terá(ão) o(s) líder(es) na formação do clima da sua organização? Partimos da análise de um quadro teórico sobre a organização, o clima, os conflitos e a liderança (focalizando a vertente escolar/educativa) e perfizemos a investigação das práticas de dois Diretores e de um Coordenador de Estabelecimento, em duas escolas com 2º e 3º Ciclos do Ensino Básico, da zona norte de Lisboa. Para tal, optámos por recorrer a uma metodologia mista, privilegiando a componente qualitativa, mediante o estudo das três entrevistas realizadas a esses líderes. Paralelamente, aplicámos também um questionário a todos os docentes destes níveis de ensino, nessas duas escolas e fizemos registos complementares de observação direta. Do estudo resultou a conclusão de que a liderança é um fator determinante na definição do clima de uma organização. Verificámos que, se a liderança revelar um estilo autoritário, controlador e centralizado, observaremos um grau significativo de alheamento (por parte dos professores) a todo o processo educativo para além do estritamente académico. No caso do exercício de uma liderança mais democrática, com alguma capacidade de delegação e confiança, estas capacidades parecem contagiar a restante comunidade e acabam por provocar condutas de participação efetiva e colaboração real e efetiva de todos no processo educativo. Em suma, podemos afirmar que a qualidade do clima da organização depende do seu líder; acima de tudo na escola porque ele desempenha o papel principal e é o maior influenciador do clima na organização escolar.
New roles are expected from school nowadays and, from the leader, in particular, also the development of adequate relationship management to foster a favourable environment to personal and professional success of all the scholar elements, especially their leaders. Therefore, our main objective was to analyse leadership school and its influence on the environment and conflicts that occur in those institutions. So, we created a starting point for the investigation based on the question: What role should the leader(s) have in the organization’s environment structuring? Based on a theory focusing on the organization, the environment, the conflicts and the leadership (within an educational perspective), we analysed the practice and policies of two Directors (and one School Coordinator) of elementary schools, in the northern area of Lisbon. To accomplish that, we chose a mixed methodology, giving priority to the qualitative component, through three interviews to these leaders. In parallel, we administered a questionnaire to all the elementary level teachers of these two schools. The study led us to conclude that leadership is the decisive factor in the organization environment definition. We also realized that if leadership is more centralized, controlling and authoritarian, we will observe in the teachers a greater detachment of the whole educational process, beyond the strictly academic. But if a more democratic leadership style is developed, with some responsibility capacity and trust, we perceive that these capacities infect the whole community and give rise to behavioural conducts of effective involvement/participation and real collaboration from all, in all of the educational processes. In short, we can sustain that the quality of the organizational environment depends on the leader specially in the school; mainly because he/she has the main role in the organization and is the greatest influencer of school environment.

Dissertação de Mestrado em Cidadania Ambiental e Participação apresentada à Universidade Aberta
Os desafios que as questões ambientais nos colocam hoje requerem alterações profundas na nossa visão e funcionamento da sociedade. Caminhar no sentido de uma sociedade humana em equilíbrio com a natureza implica mudar determinadas questões estruturais, quer na vertente conceptual quer prática, de forma a alavancar um processo com maiores probabilidades de sucesso. A década das Nações Unidas da educação para o desenvolvimento sustentável, iniciada em 2005, constitui uma oportunidade ímpar para inscrever o tema na agenda nacional neste domínio, sendo que, o programa Eco-Escolas é uma importante ferramenta ao seu serviço, podendo fornecer um contributo para formar crianças e jovens geradores de mudanças de comportamentos. Mas como é que as escolas implementam a metodologia dos sete passos relativa ao programa Eco-Escolas? Ou, como são envolvidos os alunos no processo de implementação de um projecto de educação ambiental no âmbito do programa Eco-Escolas? Para responder a estas questões foi desenvolvido um estudo que pretende fornecer um contributo para compreender a forma de implementação da metodologia deste programa na perspectiva de construção de um instrumento de avaliação, visando uma reflexão sobre o trabalho desenvolvido e consequente correcção/melhoria de futuras acções. Tendo por base uma investigação do tipo mista qualitativa-quantitativa, o trabalho realizado compreendeu visitas a Eco-Escolas e a aplicação de um estudo de caso com utilização da técnica de observação não participante. Este estudo realizou-se entre Dezembro de 2007 e Janeiro de 2009, e contou com a colaboração da coordenação nacional do programa Eco-Escolas bem como da respectiva comissão nacional. Identificámos alguns aspectos que são considerados como pontos fortes do programa EE, bem como outros que devem ser alvo de uma reflexão. Apresentamos no final uma proposta de um instrumento de acompanhamento do programa que se propõe que venha a ser aplicado nas Eco-Escolas portuguesas, preenchendo assim uma lacuna na avaliação deste programa. A sua utilização permitirá à comunidade escolar melhorar as suas práticas ao nível da implementação do programa Eco-Escolas e do envolvimento dos alunos, tendo em vista a sustentabilidade.
Today’s environmental challenges call for profound alterations to our vision of society and of how it functions. Working toward a humane society in harmony with nature implies changing certain structural issues, both conceptual and practical, that will provide leverage to a process more likely to succeed. The United Nations decade of education for sustainable development, which began in 2005, is a unique opportunity for including the theme in the national agenda covering this matter. The Eco-Schools programme is an important tool for fulfilling this goal and may contribute to educating children and youths and thereby generate behavioural changes. But how do schools implement the methodology covering the seven steps of the Eco- Schools programme? Or, how can students participate in the process to implement an environmental education project within the scope of Eco-Schools? A study was performed to answer these questions and to help understand this programme’s implementation methodology as a means of drafting an evaluation instrument to analyse the work carried out and, consequently, to correct/improve future actions. Based on an investigation combining qualitative-quantitative aspects, the work carried out included visits to Eco-Schools and applying a case study through a non-participative observation technique. This study was carried out from December 2007 to January 2009 and was assisted by the national coordination of the Eco-Schools programme and by the respective national commission. We identified some of the EE programme’s strong points and other aspects that must be analysed. In the end, we propose a programme follow-up instrument for Portuguese Eco- Schools, a feature that is missing in this programme’s evaluation. Implementing the said proposal will allow the school community to improve its Eco-Schools programme implementation practices and boost student participation in order to attain the desired sustainability.

Tese de Doutoramento em Ciências da Educação na especialidade de Educação Intercultural apresentada à Universidade Aberta
A tese de doutoramento que se apresenta tem como foco principal uma investigação-acção cuja problemática se situa na procura de percursos pedagógico-didácticos que contribuam para a abertura e transformação intercultural das escolas, permitindo uma melhor inclusão social. Escolhemos a trilogia música, educação artística e interculturalidade para responder à problemática central desta pesquisa. Nesta perspectiva concebemos, implementámos e avaliámos um Programa Musical Intercultural em três escolas portuguesas do Ensino Básico, respectivamente em três turmas dos 4º, 6º e 9º anos de escolaridade. As principais linhas de força que nortearam este Programa estão vinculadas a quatro vertentes, as quais constituem o quadro teórico-conceptual desta pesquisa: a educação artística como uma prioridade na educação; a educação intercultural como resposta à diversidade cultural crescente do mundo moderno; o papel da música como instrumento e metodologia potenciadora da comunicação intercultural; os programas de artes como impulso globalizador do desenvolvimento humano e do património cultural dos povos. O trabalho empírico assenta numa metodologia de análise qualitativa tendo como estrutura organizativa o modelo de Relação Pedagógica (RP) de Renald Legendre (1993, 2005), conjugado com a influência marcante da antropologia visual. Esta metodologia permitiu-nos apreender e reconstruir as narrativas vivenciais das viagens artísticas e culturais efectuadas ao longo das 36 sessões — sendo 12 realizadas em contexto de sala de aula para cada uma das turmas —, as quais culminaram na Festa da Música Intercultural no Auditório Municipal de Gondomar, com a participação de todos os alunos, professores,doutoranda e orientador, aberta a toda a comunidade educativa. As narrativas reconstruídas e analisadas, a partir de jornais de bordo, de grelhas de observação, de imagens videográficas, fotográficas e sonográficas, descrevem e explicam as diferentes dimensões de que se revestiu o Programa. Os resultados obtidos são indicadores do grau elevado de relevância e de participação atingidas, bem como do impacto transformador desta investigação-acção, enquanto via facilitadora da comunicação e da educação interculturais no seio das comunidades educativas. A Mandala da Educação Musical Intercultural e o Hino da Música Intercultural traduzem a síntese interpretativa do Programa e transmitem o timbre dos valores humanos e pedagógicos que quisemos transmitir.
This doctor’s degree thesis has its main focuses on an action research whose problematics is based on the search for didactic-pedagogical paths which will contribute to schools intercultural openness and change allowing for a better social integration. We have chosen the trilogy music, arts education and interculturality to address the central problematics of this research. From this point of view, we have conceived, implemented and assessed an Intercultural Musical Program in three Portuguese Elementary/Preparatory schools, respectively, in three classes from the 4th, 6th and 9th grades. The main leading forces guiding this Program are attached to four areas, which constitute the theoretical/conceptual frame of this research: Artistic education as a priority in education; Intercultural education as a response the growing cultural diversity in modern world; The role of music as an instrument and harnessing methodology for interculural communication; The Arts Programs as a globalising impulse of human development and of the cultural heritage of the peoples. The empirical work rests on a methodology of qualitative analysis based on Renald Legendre’s (1993, 2005) model of Pedagogical Relationship (PR), combined with the strong influence of Visual Anthropology. This methodology allowed us to apprehend and rebuild the existential narratives of the different artistic and cultural travels made all along the 36 classroom sessions, 12 for each class, which culminated in the community-opened Festivity of Intercultural Music, staged in the Municipal Auditorium of Gondomar, with the participation of all the students, teachers, teacher-trainer and doctorin-training. The narratives, rebuilt and analysed after log books, observation tables and video, photo and sound footage, describe and explain the different dimensions that the Program encompassed. The attained results are indicators of the achieved high relevance and participation, as well as of the transforming impact of this action research, as a facilitator of intercultural communication and education among educational communities. The Mandala of Intercultural Musical Education and Hymn of Intercultural Music reflect the interpretative synthesis of the Program and show the tone of the human and pedagogical values that we wanted to convey.

Na Região Autónoma da Madeira (RAM), assim como um pouco por todo o país, as escolas estão a receber cada vez mais crianças vindas de outros países, consequência deste mundo global em que nós vivemos. Cabe a estas instituições estarem preparadas para receber esses imigrantes e ajudarem as crianças em geral a viverem a interculturalidade no seu dia-a-dia. Neste estudo, pretendeu-se verificar se os educadores de infância fomentam a educação para a interculturalidade nas crianças que têm nas suas salas e suas famílias, de que forma o fazem e se recorrem às Tecnologias da Informação e Comunicação (TIC) para fazê-lo. Aos educadores caberá certamente a função de oferecer às crianças que têm na sala um ambiente que proporcione o contacto com outras culturas e que estimule o desenvolvimento de competências e atitudes para lidar com a diversidade cultural. No estudo empírico realizado, foi adotada uma metodologia de caráter misto, com o recurso a inquéritos por questionário enviados a todos os educadores de infância das salas pré-escolares públicas da região. Realizamos também entrevistas a um conjunto de educadores com mais crianças estrangeiras e/ou de diferentes culturas nas suas salas, a dois coordenadores de projetos e dois encarregados de educação estrangeiros e efetuamos ainda uma observação não participante retratando uma prática facilitadora de adaptação de crianças estrangeiras numa sala de pré-escolar. Verificou-se que a interculturalidade, apesar de em crescente ascensão nas salas de pré-escolar da Região, nem sempre é abordada de forma aprofundada e com a atenção que requer, principalmente no que toca ao recurso às TIC, que é pouco desenvolvido. Devemos considerar que, além de pensar a interculturalidade, além de falar da interculturalidade, devemos viver a interculturalidade, tornando-a algo normal e com a qual convivemos no quotidiano acima de tudo.
In the Autonomous Region of Madeira, as well as throughout the country, the schools are receiving more and more children from other countries as a result of this global world in which we live. It is up to these institutions to be prepared to receive these immigrants and to help children in general to live a daily interculturality. This study aimed to verify if childhood educators foment intercultural education in children in their classrooms and their families, how they do it, if they resort to Information and Communication Technologies (ICT) to do so. Educators will certainly have the role of providing children in the classroom with an environment that provides contact with other cultures and stimulates the development of skills and attitudes to deal with cultural diversity. In the empirical study performed, a mixed methodology was adopted, using questionnaires surveys send to all educators of the region's public preschool classrooms. We also did interviews to a group of educators with more foreign children and / or from different cultures in their classrooms, to two project coordinators and two foreign parents, as well as a non-participant observation portraying a facilitating practice of a foreign children adaptation in a preschool room. Interculturality, although increasing in preschool classrooms in the Region, is not always approached in depth and with the attention it requires, especially in relation to the use of ICT, which is poorly developed. We must consider that in addition to thinking interculturality, besides talking about interculturality, we must live interculturality above all, making it something normal and with which we live in daily life.

Como utilizar o smartphone como instrumento pedagógico no 5.º ano de escolaridade, em Educação Musical, nos três domínios comuns à Educação Artística? Esta questão, à qual se pretendeu dar resposta, motivou o presente estudo, que decorreu no ano letivo de 2018-2019. Metodologicamente optámos por um estudo de caso – uma turma do 5.º ano de escolaridade do Agrupamento de Escolas Anselmo de Andrade. A recolha de dados foi efetuada durante as atividades letivas através de observação e inquéritos. Para a análise dos dados recorreu-se à estatística descritiva e à análise de conteúdo. Os resultados obtidos relevam que os alunos percecionam o smartphone como um instrumento de entretenimento, o que, contudo, não inviabilizou o seu uso, dialógico e colaborativo, e consequente construção das aprendizagens essenciais, nomeadamente através das aplicações Doodle Bach, Padlet e Kahoot. Conclui-se, que tal é possível desde que as atividades letivas desenvolvidas no âmbito da aprendizagem ativa sejam enquadradas por um código de conduta.
How to use the smartphone as a pedagogical resource in the 5th grade, in Music Education, in the three areas common to Art Education? The present study, that took place in the academic year of 2018-2019, was inspired by this question to which it aimed to answer to. Methodologically we opted for a case study approach - a 5th grade class of Anselmo de Andrade Group of Schools. Data collection was carried out during school activities through observation and surveys. Descriptive statistics and content analysis were used for data analysis. The results obtained hightlight that the pupils perceive the smartphone as an instrument of entertainment, which, however, did not prevent its dialogical and collaborative use, and subsequent construction of essential learning, through the Doodle Bach, Padlet and Kahoot. We conclude that this is possible providing that the teaching activities developed in the context of active learning are framed by a code of conduct.
A investigação realizada no âmbito deste Projeto está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento - Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior.

Tese de Doutoramento em Ciências da Educação na especialidade de Educação Multicultural apresentada à Universidade Aberta
O principal inimigo nas relações entre países, povos e culturas é a ignorância e o desconhecimento, geradores de incompreensões e mal-entendidos, preconceitos e discriminações, especialmente, num mundo globalizado marcado pela aceleração da informação e da comunicação. Neste sentido, a educação, através da escola, ao promover a dimensão do conhecimento intercultural, constitui uma das melhores formas de reconciliar pontos de vista diferentes e permitir que prevaleçam os valores de compreensão e de aceitação do «outro» e de comunicação com «o outro.» O presente estudo pretende explorar, identificar e analisar os conhecimentos culturais, as perceções, os valores e os imaginários de jovens alunos de escolas secundárias públicas da Europa do Sul e do Magrebe, mais precisamente, de Lisboa, Madrid, Paris e Rabat, (Argel), Tunes, no contexto de um espaço civilizacional comum que é o Mediterrâneo. Procurámos valorizar o papel que poderá ter a educação intercultural, num espaço de forte mobilidade transfronteiriça, para o desenvolvimento de boas práticas relacionais e para a aquisição de competências interculturais. Procurámos, ainda, identificar o contributo dos jovens na construção do projeto mediterrânico considerando o contexto e a proximidade geográficos, o legado cultural e histórico, o desenvolvimento económico e a dinâmica da mobilidade humana, em particular, pelo contexto geocultural do estudo, entre o Magrebe e a Europa. Para alcançar estes objetivos, adotámos uma metodologia consubstanciada numa perspetiva comparativa e intercultural. Desenvolvemos duas componentes analíticas. Uma primeira, de natureza mais teórica, consubstanciou-se no desenvolvimento do paradigma da pluralidade mediterrânica na análise e estudo das práticas e contextos de atuação culturais. Uma segunda, de natureza mais empírica, consubstanciado na aplicação de um inquérito por questionário, procurou explorar e analisar a valorização do conhecimento intercultural no meio escolar (ensino secundário) como mecanismo operacional para diluir a estigmatização cultural e para promover uma melhor mobilidade humana, individual e coletiva. Dos procedimentos de recolha da informação através da aplicação de um inquérito por questionário e da sua respetiva análise quantitativa e qualitativa, resultou a verificação de um conhecimento intercultural pouco consistente entre os jovens europeus e magrebinos, embora os jovens magrebinos mostrem mais interesse em conhecer os seus pares europeus; a importância do conhecimento intercultural entendido simultaneamente como conhecimento de si e do outro para um melhor entendimento entre culturas; e, por último, um desconhecimento significativo do Mediterrâneo como referência cultural comum embora aqueles jovens mostrem a relevância de se aprender mais e melhor acerca do Mediterrâneo.
The main impediment in the relations between people, countries and cultures is the ignorance and the unknown, which generate lack of comprehension and also misunderstandings, especially in this globalized World which is characterized by the fast pace of information and communication. Accordingly, education, through the promotion of the dimension of intercultural understanding, constitutes one of the best forms of reconciling different points of view and allowing for the values of comprehension, acceptance and communication to prevail. This Thesis has the objective of exploring, identifying and analyzing the cultural understanding, the perceptions, the values and the imaginaries of young students of Public High Schools of Southern Europe and Northern Africa, or Maghreb, more precisely from Lisbon, Madrid, Paris, Rabat, (Argel) and Tunes, in the context of the common civilization space of the Mediterranean. We envisage emphasizing the role that intercultural education can have, in a space of strong trans-national mobility, for the development of good relational practices and for the acquisition of intercultural skills. We also look to identify the contributions of youngsters for the construction of the Mediterranean project, considering the geographical proximity and context, the historical and cultural legacies, the economical development and dynamics of human mobility between Maghreb and Europe, in particular for the geo-cultural context of the study. To accomplish these objectives we adopted a methodology based in a comparative and intercultural perspective. We developed two analytical components. The first one, of a more theoretical nature, constitutes the development of a paradigm in the Mediterranean plurality in the study and analysis of the practices and contexts of cultural actions. The second and more empirical one tried to explore and analyze the value of intercultural knowledge in the School environment (high school level, ages 16-18) as an operational mechanism to overcome cultural stigmatization and promote a better human mobility, both individual and collective. From the collection of information through a questionnaire-based survey, and the following quantitative and qualitative analysis, resulted the observation of an intercultural understanding of little consistence between European and North African youngsters, despite the fact that the young people of Maghreb show more interest in knowing their European pairs than the other way around; the significance of intercultural understanding, reasoned as the simultaneous knowledge of oneself and of the other for a better mutual comprehension between cultures; and lastly, the large extent of the ignorance of the Mediterranean as a common cultural reference, although it is recognized the relevance of learning more and in a better way about the Mediterranean.

A presente investigação aborda a problemática da receção, acolhimento e inclusão de alunos provenientes de outros países nas escolas portuguesas, designadamente, numa escola do 1º ciclo de escolaridade localizada na região da grande Lisboa, onde os alunos de origem não portuguesa correspondem a cerca de dez por cento da população escolar e tem como principal objetivo conhecer em profundidade as práticas escolares utilizadas nos processos de receção, integração e desenvolvimento inclusivo dos alunos recém-chegados à escola, bem como entender quais as principais medidas escolares contempladas no Plano de Atividades (PA), no Plano Educativo (PE) e no regulamento interno para o acolhimento deste tipo de alunos. Metodologicamente, esta pesquisa utiliza uma metodologia qualitativa de abordagem etnográfica, incidindo o processo de recolha de dados na observação participante despercebida, nas conversas informais com professores, alunos, funcionários da escola e encarregados de educação, bem com na análise documentos escolares. Através de um acompanhamento de proximidade em locais diversificados, como o recreio, o refeitório e a sala de aula, a investigação foca-se no processo de integração escolar de nove de idades compreendidas entre os 6 e 10 anos, recém-chegadas a Portugal e de várias nacionalidades, que ingressaram na escola no final do ano letivos de 2011/2012 e durante o ano letivo de 2012/2013. Assim, a observação decorreu ao longo do terceiro período do ano letivo 2012/2013 e continuará no ano letivo 2013/2014. As principais conclusões apontam para práticas similares no que diz respeito ao procedimento de matrícula, tendo todos os alunos ingressado no ano de escolaridade que frequentariam se tivessem permanecido no país de origem. Além disso, todos os encarregados de educação acompanhavam de forma regular o percurso escolar das crianças. No que diz respeito à escola, observaram-se medidas e práticas para garantir a igualdade no acesso, no entanto não revela o desenvolvimento de projetos diferenciados para facilitar a integração dos alunos recém - chegados. Emergindo do estudo que os principais agentes de integração escolar são os próprios alunos com a ajuda dos colegas, nomeadamente daqueles com mais tempos de permanência na escola, bem como os professores e os auxiliares de educação. As rotinas simples da vida escolar são aprendidas informalmente entre pares no contexto exterior à sala de aula. “Histórias que a escola conta: integração de crianças imigrantes no 1º ciclo” resultou numa investigação que reforça e mostra mais uma vez a complexidade das respostas que a escola tem que construir para proporcionar uma educação de qualidade e sucesso para crianças tão diferentes umas das outras que ao nível social, linguístico e cultural, para não falar do individual. Esta complexidade observa-se a diferentes níveis e etapas. Ao nível da escola, através como é que se acolhe e se integra a criança, destacando-se, a relação com os pais, as matrículas e equivalências, os apoios prestados aos alunos e a oferta do PLNM. Também ao nível da sala de aula, podem-se destacar as estratégias dos professores e o relacionamento com os colegas.
This research addresses the problem of reception, acceptance and inclusion of students from other countries in Portuguese schools, in particular, in elementary a school located in the Lisbon area, where students of a non-Portuguese origin correspond to about ten percent of the school population. It aims to recognize deeply the school practices used in the reception, integration and inclusive development of newly arrived students, and understand what are the main school measures envisaged in the Activity Plan (PA), in the Educational Plan (PE) and the Normatives for the reception of such students. Methodologically, this research uses a qualitative methodology of ethnographic approach, focusing the data collection process in unnoticed participant observation, in informal conversations with teachers, students, school staff and parents, as well as in analyzing school documents. Through close proximity in diverse places such as the playground, the cafeteria and the classroom, the research focuses on school integration of nine students aged between 6 and 10 years, newcomers to Portugal and of various nationalities, who entered the school at the end of the academic year 2011/2012 and during the school year 2012/2013. Thus, the observation took place during the third period of the 2012/2013 school year, and continued in the academic year of 2013/2014. The main findings point out to similar practices with regard to the registration procedure. All of the students entered in the same grade they would attend if they had remained in the country of origin. In addition, all guardians accompanied regularly the schooling of children. With regard to school, there were measures and practices to ensure equal access, but it does not reveal the development of different projects to facilitate the integration of newcomers students. The study also points out that the main agents for school’s inclusion are the students themselves, with the help of other colleagues, particularly those with more time of residence in Portugal and enrollement in the school as well as teachers and teaching assistants. Simple routines of school life are learned informally with peer outside the context of classroom. "Stories School Counts: Integration of Immigrant Children in the 1st Cycle" has resulted in an investigation that reinforces and shows once again the complexity of the responses that the school has to build to provide a quality and successful education for children so different from each other Social, linguistic and cultural, not to speak of the individual. This complexity is observed at different levels and stages. At school level, through how the child is welcomed and integrated, highlighting the relationship with the parents, the enrollments and equivalences, the support provided to the students and the PLNM offer. Also at the classroom level, we can highlight the strategies of teachers and the relationship with colleagues.

A presente investigação pretende contribuir para a produção de conhecimento sobre a educação global em contexto escolar junto de alunos e professores de uma Escola Europeia, em contexto internacional, procurando-se ressaltar alguns aspetos fulcrais deste fenómeno, a partir da seguinte questão de investigação: Quais são as perceções dos alunos e dos professores sobre a educação global e o desenvolvimento das competências globais numa Escola Europeia, em contexto internacional? Dada a relevância da comunicação nas sociedades atuais e os seus contributos para a globalização, destacamos os conceitos de globalização, cultura e comunicação, relevando o papel da comunicação e das tecnologias de informação como promotores de um diálogo entre culturas. Entendemos como fundamental o papel da competência intercultural e a sua influência ao nível das interações e da comunicação entre pessoas de diferentes culturas. Importa, ainda, destacar o papel da cidadania nos planos nacional e internacional, que surge de uma forma cada vez mais globalizada, remetendo para uma interdependência de comportamentos associados ao bem comum. Face aos desafios globais, a educação global exige novas abordagens ao nível dos sistemas, das políticas e das práticas educativas, que remetem para uma abordagem holística e interdisciplinar, sustentada por currículos escolares com um enfoque em temas globais, direcionados para o desenvolvimento sustentável e inclusivo. Partindo do objetivo geral “analisar e melhorar o conhecimento efetivo sobre a educação global”, optamos por uma metodologia de investigação mista e, como técnicas de recolha de dados, optamos por um questionário e pela entrevista semiestruturada. Numa primeira etapa, foi construído e validado um questionário que, posteriormente, foi aplicado a cento e cinquenta e quatro alunos do quarto e quinto anos de escolaridade do ciclo primário e a alunos do primeiro ao sétimo ano do ciclo secundário que frequentam uma Escola Europeia em contexto internacional. Numa segunda etapa, procedeu-se à realização de quatro entrevistas a dois professores do ciclo primário e dois do ciclo secundário na mesma escola. Os resultados obtidos em ambas as etapas, permitiram reunir um conjunto de evidências que apontam para o desenvolvimento das competências globais na Escola Europeia Alfa XX, destacam-se alguns projetos que envolvem componentes da cidadania global, particularmente a diversidade linguística e a apreciação de diferentes culturas. Concluímos que a educação global pode promover o desenvolvimento de competências globais proporcionando, aos alunos, o aprofundamento de competências necessárias para agirem a nível local e global. Por fim, apresentam-se algumas propostas suscetíveis de constituírem um suporte para futuras investigações em Educação Global.
This research aims to contribute to the production of knowledge about global education in a school context, among students and teachers of an European School, in an international context, seeking to highlight some key aspects of this phenomenon, based on the following research question: What are the perceptions of students and teachers about global education and the development of global competences in a European School, in an international context? Given the relevance of communication in current societies and its contributions to globalization, we highlight the concepts of globalization, culture and communication, highlighting the role of communication and information technologies as promoters of a dialogue between cultures. We understand as fundamental the role of intercultural competence and its influence at the level of interactions and communication between people of different cultures. It is also important to highlight the role of citizenship at national and international levels, which appears in an increasingly globalized way, referring to an interdependence of behaviors associated with the common good. Faced with global challenges, global education requires new approaches at the level of educational systems, policies and practices, which lead to a holistic and interdisciplinary approach, supported by school curricula with a focus on global themes, aimed at sustainable and inclusive development. Starting from the general objective “to analyze and improve the effective knowledge about global education”, we opted for a mixed research methodology and, as data collection techniques, we opted for a questionnaire and a semi-structured interview. In a first step, a questionnaire was constructed and validated, which was subsequently applied to one hundred and fifty-four students in the fourth and fifth years of schooling in the primary cycle and to students in the first to seventh years of the secondary cycle who attend a European School in international context. In a second stage, four interviews were carried out with two primary school teachers and two secondary school teachers in the same school. The results obtained in both stages allowed us to gather a set of evidence that point to the development of global competences in the Alfa XX European School, highlighting some projects that involve components of global citizenship, particularly linguistic diversity and the appreciation of different cultures. We conclude that global education can promote the development of global skills by providing students with the deepening of skills needed to act locally and globally. Finally, we present some proposals that may constitute a support for future research in Global Education.
A investigação realizada no âmbito deste Projeto está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento – Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior

Digital technologies are exerting a growing influence on the lives of children and teenagers: from video monitoring of babies and educational robots in nursery school to AI-powered learning assistants used to guarantee individual success in education. However, issues relating to privacy, surveillance and data protection are seldom reflected on with regard to this sensitive and important social sphere. The majority of these applications generate data which reveal a great deal about the adolescents who use them. This study addresses this subject area. Together with practitioners from the field of education and with the goal of laying the foundations for addressing this issue in both academic and (socio-) political discourse, it depicts interdisciplinary and transdisciplinary exchange that extends beyond disciplines and academic borders. The authors Regina Ammicht Quinn, Jutta Croll, Sephan Dreyer, Michael Freidewald, Elena Frense, Marit Hansen, Asmae Harrach-Lasfaghi, Jessica Heesen, Gerrit Hornung, Andreas Janson, Nicole Krämer-Mertens, Leonie Kreidel, Marco Leimeister, Yannic Meier, Judith Meinert, Maxi Nebel, Carsten Ochs, Dr. Senta Pfaff-Rüdiger, Alexander Roßnagel, Sofia Schöbel, Reinhold Schulze-Tammena, Matthias Söllner, Ingrid Stapf and Prof. Dr. Isabel Zorn.

The volume explores the everyday security practices of various people in Kyrgyzstan that feel threatened on the grounds of their ethnic belonging, gender or sexual orientation. In doing so, it provides a bottom-up perspective of security and insecurity in Kyrgyzstan, which differs from more state-centric and elitist accounts on this subject. Case studies include the Uzbek and the Lyuli minorities in the city of Osh in southern Kyrgyzstan, young women in the capital city of Bishkek, ethnically mixed couples and the lesbian, gay, bisexual and transgender (LGBT) community. Each case applies ethnographic methods to follow individuals in their everyday lives and asks how they deal with the various insecurities they face. The volume studies security in cafes and restaurants, in kindergartens and schools, public transport, bazaars, taxis, virtual chat rooms and nightclubs. It argues that seemingly trivial aspects of everyday life, such as food and music, children's education or romantic first love, are important to gaining a more comprehensive picture of what security in Kyrgyzstan is all about. All contributions apply the analytical concept of securityscapes. The volume should be of relevance to scholars and students from social anthropology, security studies, gender studies and queer studies with an interest in Central Asia.

This chapter submits that conventional learning assessment models used in traditional classrooms cannot be employed in blended programs at the secondary education level. The tendency of high school students in online education is to adopt the path of least resistance or to cheat thinking that they cannot be caught. Constructing authentic assessment measures for online education should be crafted for teachers to ensure that students who graduate through this learning mode are competent. While examinations are to be conducted, test construction should differ. Online learners would prefer to apply what they have learned instead of the conventional assessments. This contribution aims to develop authentic assessment procedure for the Open High School Program of the Philippines (OHSP), a blended program offered by private high schools in the Philippines, funded by the Department of Education. The program aims to mainstream out-of-school youth, high school dropouts, or regular students who cannot afford to study on their own given their unfortunate circumstances in life. As adult learners, they have rich experiences that can be used in problem-based learning to understand the lessons more effectively. Hence, this study is anchored on the assumption that teachers in blended learning mode should employ a different learning assessment or unique to conditions of OSHP students.

This chapter explores Spanish language use, maintenance, and education in the Midwest. It surveys various studies of intergenerational language loss, Spanish language dialects, and inter-Latino language influences among Latinas/os. By comparing Spanish language use in the Midwest to other regions, the chapter illustrates common trends and highlights distinct regional differences that make the Midwest a critical region for studying language maintenance and Latina/o identity. Most significantly are the region’s numerous dual-language schools, the long period of contact between Mexicans and Puerto Ricans, and the site of the nation’s largest school district in Chicago.

Gifted school activities for students with various disabilities were presented with self-made original content created with newly-developed software—Sound Linker, File Linker, GM Authoring Tool, and Gridmark Content Viewer software—that can handle multimedia-enabled dot codes, originally developed by Gridmark, Inc. Each dot codes can link up to four multimedia mediums—such as a movie—in addition to up to four voices/sounds. Touching dot codes with a speaking-pen enables audio files to be replayed, and touching dot codes with a dot-code reader enables multimedia to be replayed on iOS and Windows OS devices. Software and Post-it® sticker icon overlaid with dot codes and a speaking-pen and dot-code reader are distributed for free to school teachers. All the teachers can now create their own self-made original content and can conduct related school activities without buying any costly software and tools. Basic information on (1) creating original teaching materials using the developed software and (2) its use in schools for students with various difficulties is presented in this chapter.

In this chapter, Kevin R. Johnson argues that Latina/os would benefit from a federal right to education as a means to supplement an array of litigation strategies that have failed to ensure equal educational opportunity for Latina/os. He argues the growth in the Latina/o population has been accompanied by widespread segregation of Latina/o students in schools across the country. Heavily Latina/o schools on the average are funded at significantly lower levels than predominantly white schools are, and educational outcomes for Latina/os on the average lag behind those of all other racial groups. Johnson contends that Latina/os, suffering from stark educational inequalities, need new legal mechanisms to secure equal education and concludes that Latina/os would benefit from a federal right to education.

In 2013, a co-enrollment program was initiated through a collaboration between Kentalis Talent, a special school for deaf and hard-of-hearing (DHH) children, and OBS de Bolster, a mainstream school. This co-enrollment program is based on the experiences and research results of the former Twinschool program, a co-enrollment program that existed from 2003 to 2013 and was initiated by Kentalis Talent. Currently, 27 DHH children are enrolled in seven different classes. This chapter will focus on (1) the history and organization of the co-enrollment program in terms of the different professionals who are structurally involved; (2) DHH children’s school achievements, speech and language development, well-being, and social development; (3) the variety of didactic approaches (e.g., preteaching, co-teaching, interpreting) that are used in the co-enrollment program to try to ensure that DHH children have optimal access to the teachers’ instruction and, more broadly, to classroom communication; and (4) teachers’ experiences with these collaborative didactic approaches, focusing on the implications of the co-enrollment program on their daily practices.

The book begins in the mid-twentieth century, illuminating the challenges faced by students and their efforts to resist the English-dominant educational contexts encountered. The chapters address inequity at both the macro (district) and micro (school/community) levels of educational struggle and resistance in Chicago. The book ends with a consideration of the current educational landscape of neoliberalism functioning in the educational lives of Latinas/os/xs and its implications for continued resistance and transformation that serve to improve the educational environments and subsequent educational and life outcomes of Latinas/os/xs. Finally, the authors’ findings provide insights that serve to inform educational policy for current and future Latina/o/x students.

This chapter examines how Celso Cesare Moreno plotted his revenge after the debacle in Hawaii and describes his role in the education of three Hawaiian students: Robert William Wilcox, Robert Napu'uako Boyd, and James Kaneholo Booth. Moreno left Honolulu for San Francisco onboard the steamer Zealandia. He wanted James M. Comly, whom he believed was primarily responsible for his downfall, removed as the U.S. ambassador to the Kingdom of Hawaii. He enrolled Wilcox, Boyd, and Booth in three different military schools—Royal Academy of Civil and Military Engineers in Turin, Royal Naval Academy in Livorno, and Nunziatella Military Academy in Naples, respectively. The chapter also discusses Moreno's travel across Asia, the Middle East, and Europe with King David Kalākaua and his dignitaries, which included William Nevins Armstrong, now Royal Commissioner of Immigration. Finally, it reflects on the death of Booth due to cholera.

Technology is now an essential component of classroom instruction. Instructors have come to terms with the realization that their students are “digital natives” who acquire information through an array of technologies. The knowledge that is attained through technology induces schools to develop what has been called one-to-one programs. These programs offer both instructors and students opportunities to understand material in meaningful ways. However, without training, laptops merely become add-ons to traditional lesson plans. In order to raise the level of student participation and teacher expertise, this chapter puts forward the idea that the Socratic method can be the pedagogical bridge between traditional lesson plans and technological platforms. In elucidating this idea, this chapter offers background on the general experience of schools that adopted one-to-one programs. The chapter then offers a brief account of the Socratic method. Lastly, there will be discussion on the relationship between the Socratic method and educational technology.

Despite continued efforts of educational professionals to develop a quality, meaningful classroom experience for teachers and students, relevant to employability, there still exists in the USA a skills gap. This gap has created a lack of a competitive advantage in the national and global marketplace as well as a low return on investment. There is a growing consensus that highly developed education systems are unlikely to be capable of the kind of change which is urgently needed. Community-building in education is not just about creating or defining a new work for teachers to do collaboratively. It is about changing a school's professional culture. Establishing communities of practice (CoP) involves the whole educational experience. Engaging with learning has become a central focus for educators, administrators, business, and community leaders. This chapter attempts to bridge the gap between the either-ors by presenting a learning ecosystem and three case studies highlighting successful CoPs.

A Virtual Learning Environment (VLE) is a software system designed to facilitate teachers in the management of educational courses. The system can often track the learners' progress, which can be monitored by both teachers and learners. While often thought of as primarily tools for distance education, they are most often used to supplement the face-to-face classroom as well as blended learning. Plethora of research conducted on VLEs has reported positive impacts from various contexts. Keeping in view the benefits, the work has been initiated to review concept, features and issues of virtual learning environments. Some of the most used OSS VLEs are discussed. Further it determines the suitability of a VLE for higher education. The chapter also explore and identify the recent contributions to the concept by analyzing ongoing virtual learning initiatives and projects by different organizations and information centres to stimulate future Research and development trend in the field.

Although relevant pieces of literature discuss innovation in management education and the importance of internationalization of business schools, there is a lack of scholarly articles analyzing the mutual influence between internationalization and innovation in business schools, particularly when considering the types of programs and their location. Henceforth, to fill the identified theoretical gap, this article pursues the following research question: Are innovation and internationalization intertwined in elite business schools? The study follows a two-step methodology in its investigation and experiments. First, we performed a correlational analysis using linear regression (OLS) to determine if there is a relationship between internationalization and innovation of business schools by considering two types of programs: the Global MBA, and the Executive MBA. The results of the OLS method show that there is no correlation between Innovation and Internationalization in the Global MBA programs (p=.546) whereas, there exists a positive correlation between Innovation and Internationalization in Executive MBA (p=.00). Second, we conducted a One-way multivariate analysis of variance (MANOVA) to evaluate the impact of the location of the MBA programs on internationalization and innovation. We found that location presented no significant relationship with internationalization and innovation in the Global MBA program (as their significance levels were p=.483 and p=.490, respectively) and Executive MBA programs (p=.222 and p=.654, respectively). In both cases, these results mean that internationalized or highly innovative programs such as Global MBA and Executive MBA programs can be found all over the world. Thus, we reached two main sets of conclusions. First, innovation and internationalization are uncorrelated in Global MBA programs, whereas both variables (innovation and internationalization) are correlated in Executive MBA programs. For the second set of conclusions, we note that the location of business schools does not impact their internationalization and innovation. Keywords: Educational Innovation, Internationalization, Executive Educatio

The area of OSH is currently widely debated issue in the European Union and also in other countries of the world. It is a given fact that the level of development of OSH standards and their application in daily life of a human is directly related to the quality of life and economic development of society. In that connection there must be interest in the educational system that perform the task of preparing the public perception of the importance of OSH in the lives of individuals and the acquisition of respect the OHS rules in work and non-work activities.Legal norms and OSH measures are very precisely elaborated. However daily experience of real life shows the low level of perception, understanding and respect for the principles of safe work and human health protection at the workplace and during free time.Authors of the report analyzes the state educational program and the curriculum framework to answer the question, whether the current education system in the Slovak Republic in relation to current legal standards and rules adequately prepares graduates of particular types of schools, to show an interest for safe conditions of work and life in healthy environment.

With the advent of the COVID-19 syndemy, primary schools progressively returned to face-to-face activities in 2021. This article presents aspects of a study that aimed to analyze the challenges of teaching and learning in statistics in the hybrid model of a 4th grade elementary school class in Brazil. The results suggest that the use of this model in realities where online tools are not accessible to all, generates impacts on the continuum of learning related to statistics. In addition, teachers are faced with the task of reinventing teaching strategies to close gaps caused by structural inequalities in access to technologies. The study contributes to reflecting on the impacts of the COVID-19 syndemia on statistical education in contexts of social and technological inequality. Com o advento da sindemia do COVID-19, as escolas básicas retornaram progressivamente às atividades presenciais em 2021. Este artigo apresenta aspectos de um estudo que teve como objetivo analisar os desafios do ensino e da aprendizagem em Estatística no modelo híbrido de numa turma do 4º ano do Ensino Fundamental no Brasil. Os resultados sugerem que a utilização desse modelo em realidades onde as ferramentas online não são acessíveis a todos, gera impactos no contínuo da aprendizagem relacionada à Estatística. Além disso, professores se veem na tarefa de reinventar estratégias de ensino para suprir lacunas ocasionadas por desigualdades estruturais no acesso às tecnologias. O estudo contribui para refletir sobre os impactos da sindemia do COVID-19 na educação estatística em contextos de desigualdade social e tecnológica.

The changes in the Brazilian high school curriculum challenge teachers to approach contemporary themes from interdisciplinary and transversal actions. The teaching of Statistics can be an integrating and promoting axis of statistical literacy, mobilizing empowerment and social engagement. This article aims to reflect on the challenges of teaching Statistics in Brazilian Basic Education, in addition to data collection, calculations, construction of tables and graphs. The reflections are based on a literature review after the publication of the National Curricular Common Base in 2018. The diversity of themes identified in the scientific production suggests a potential to guide the implementation of curricular changes linked to Statistical Education in High School. However, a challenge is its transposition to teacher training. As mudanças no currículo do Ensino Médio brasileiro desafiam professores a abordarem temas contemporâneos a partir de ações interdisciplinares e transversais. O ensino de Estatística pode ser um eixo integrador e promotor do letramento estatístico, mobilizando empoderamento e engajamento social. Este artigo objetiva refletir sobre os desafios de ensinar Estatística na Educação Básica brasileira, para além da coleta de dados, cálculos, construção de tabelas e gráficos. As reflexões baseiam-se numa revisão da literatura após a publicação da Base Nacional Comum Curricular em 2018. A diversidade de temáticas identificadas na produção científica sugerem um potencial para orientar a implementação das mudanças curriculares vinculadas a Educação Estatística no Ensino Médio. Entretanto, um desafio é a sua transposição para a formação de professores.

Correctly identifying associations between variables is indispensable for an individual to be able to perform a correct and critical interpretation of various phenomena present in nature and in the society of which he is a part. In particular, to describe the association between two quantitative variables, a very relevant method is the use of linear regression models, which allow individuals to develop skills linked to a specific type of reasoning called correlational reasoning. In this article, we presented an activity of a sequence of teaching linear regression models for high school students, based on the methodology of Design-Based Research (DBR), which allows to develop correlational reasoning. After the presentation, they discussed their connections with the DBR and analyzed the potential results of their application. Identificar corretamente associações entre variáveis é imprescindível para que um indivíduo possa realizar uma interpretação correta e crítica de vários fenômenos presentes na natureza e na sociedade da qual ele faz parte. Em particular, para descrever a associação entre duas variáveis quantitativas, um método bastante relevante é o uso de modelos de regressão linear, os quais possibilitam que os indivíduos desenvolvam habilidades vinculadas a um tipo de raciocínio específico denominado raciocínio correlacional. Neste artigo, apresentou-se uma atividade de uma sequência de ensino de modelos de regressão linear para estudantes do Ensino Médio, baseada na metodologia da Pesquisa Baseada em Design (DBR), que permite desenvolver o raciocínio correlacional. Após a apresentação, discutiu-se suas conexões com a DBR e analisou-se os potenciais resultados de sua aplicação.

This article analyzes the statistical literacy from a practice carried out with 6th year elementary school students (11-12 years). The approach of the study is qualitative, but the analyzes are also based on quantitative data. Through the project "Meu Amigo," students from a school in Porto Alegre, Brazil interviewed their friends to collect data and build information about these classmates. Thus, they experienced the stages of statistical investigation, from the collection of data, through the organization, analysis and communication of the results. For the analysis of the information, a model of evaluation by headings was developed, organized in components and indicators. It was found that the indicators related to graphic and textual representations achieved better scores. However, the results relating to the tables showed less than the desired results. Este artigo analisa o letramento estatístico a partir de uma prática realizada com estudantes do 6º ano do Ensino Fundamental (11–12 anos). A abordagem do estudo é qualitativa, mas as análises se apoiam, também, em dados quantitativos. Por meio do projeto “Meu Amigo,” os discentes de uma escola de Porto Alegre – Brasil entrevistaram seus amigos para coletarem dados e construírem informações sobre esses colegas. Assim, vivenciaram as etapas da investigação estatística, desde a coleta de dados, passando pela organização, análise e comunicação dos resultados. Para a análise das informações, elaborou-se um modelo de avaliação por rubricas, organizado em componentes e indicadores. Constatou-se que os indicadores relacionados às representações gráficas e textuais alcançaram melhores pontuações. Já os relativos às tabelas revelaram resultados aquém do desejado.

In the paths for transversal skills and orientation (PCTO), italian students are considered like workers and therefore they must receive adequate information and training on occupational safety and health (OSH). These methods allow the students not to be excluded from the preventive measures of the health and safety at work by directing them towards self-protection.Today, this process can be supported through the use of digital tools such as videogames. The study describes a participative research and co-design work in 7 Italian high schools of agricultural, construction and manufacturing sectors, in order to co-create an educational tool (videogame) to promote OSH during the PCTO. The format could be a support for training and usable both in the classroom and in internship, according to the indications for the serious game’s design.The study applied qualitative and quantitative methods: survey (277 students), word cafés/focus groups (50 students), 10 semi-structured interviews and 3 WhatsApp groups (12 students) to facilitate the participation and the engagement of teachers, students and OSH experts. Learning by playing has always been an activity, technologies today make it easy and funny, while gaming can offer cognitive and operational elements suitable for recognizing and therefore preventing the occupational risks.

Working under the title of “The Need for Not-So-White Papers: Architectural Education, Talk + Actions,” we aimed for a dynamic discussion to be spurred by short presentati ons by invited speakers and guests. This was not a traditional session so no formal papers were presented, no slides were used, and we all sat face to face in good ole analog fashion. The format that we envisioned allowed audience members to participate and contribute to a meaningful dialog. Panelists included faculty and participants from ACSA programs in HBCU, HSI and PWI campuses as well as public and private educational environments. Specifically, we aimed to address the fact that architecture schools struggle to attract, retain and graduate under-represented minorities, which (in turn) limits the academy’s ability to energize the profession.

The importance of integrating the Sustainable Development Goals (SDG) in the curriculum of all the bachelor and master degrees at UPC has been legally and institutionally recognised. At the Barcelona School of Civil Engineering, issues such as professional ethics, environmental impacts of infrastructures, respect for cultural diversity and gender perspective are currently cross-cutting competences highlighted and stated in the study plans as a transversal competence on Sustainability and Social Commitment (S&SC). However, its effective implementation requires significant teaching efforts in order to adapt academic curricula, so far limited to individual non- coordinated initiatives. The launch of the “ODS-Camins Toolkit” project (Toolkit for the Promotion of SDG in the Civil and Environmental Engineering Fields) seeks to encourage the implementation of teaching innovation practices that contribute to the deployment and assessment of S&CS competences. The aim of the project is to exchange experiences, develop new practices, and draft a common pathway for the promotion and implementation of the SDGs in the field of civil and environmental engineering studies. The paper will explain the experience of this one-year project, highlighting barriers, challenges, and sharing the lessons learned with the final purpose of involving all the community in the years to come. It will also present the Toolkit for the Promotion of SDGs in the Civil and Environmental Engineering Fields

Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!