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Journal articles on the topic 'Secondary Schools Community Extension Project'
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Torres Leal, Eddie Ivan, and Nadia Fabiana Ramírez Benites. "School setting and cultural identities. Story of an extension project in a secondary school within Rosario Qom community in Argentina." Educación, Lenguaje y Sociedad 15, no. 15 (June 1, 2018): 1–27. http://dx.doi.org/10.19137/els-2018-151507.
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Shek, Daniel T. L., Cecilia M. S. Ma, and Qiuzhi Xie. "Evaluation of a community-based positive youth development program based on Chinese junior school students in Hong Kong." International Journal of Adolescent Medicine and Health 29, no. 1 (February 1, 2017): 5–13. http://dx.doi.org/10.1515/ijamh-2017-3002.
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Abstract This study investigated students’ evaluations of a positive youth development program entitled Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social program) in Hong Kong. The participants were 19,790 Secondary 1, 2 and 3 students who joined this program at the extension phase of the project. They were required to complete a subjective outcome evaluation form to indicate their perceptions of the program content, instructors, and effectiveness. Results showed that the students evaluated this program positively. Amongst the students in the three grades, Secondary 1 students evaluated the program most favorably whereas Secondary 3 students had the relatively least favorable evaluation. In addition, the program content and instructors accounted for approximately 35% of the variance in program effectiveness. The findings generally imply the successful implementation of this program in the community-based phase.
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Donna G., Magallanes. "GETTING THROUGH THAT INVISIBLE WORD: LESSONS FROM STRUGGLING READERS." SCIENTIFIC JOURNAL OF TAN TRAO UNIVERSITY 7, no. 20 (May 7, 2021): 7–18. http://dx.doi.org/10.51453/2354-1431/2021/478.
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The Sagayen National High School (SNHS) in Asuncion, Davao del Norte, has not been exempted from the enduring struggle caused by the perennial problem in reading. The result of the Philippine Informal Reading Inventory (PIRI) conducted to its Grade 7 students has provided a backdrop of the reality that besets our students in the secondary schools. The College of Teacher Education and Technology, through the Bachelor of Secondary Education (BSED) Department, answers the challenge via the “Summer Big Brother/Sister: Learning is Fun Project”, a project in the Integrated Reading Enhancement Approach to Developing Readers (i-READR) Program: A Community Extension Program to a Participatory Action Research. This was designed to eventually transform frustration-level readers into “grade-level” readers, implemented in three years. Through Participatory Action Research (PAR), the Project provides for these identified “frustration-level” readers to develop the necessary skills not just to “make sense” of the written word but, more importantly, overcome the invisible yet more serious consequences of their condition. This is in consonance with PAR, which, according to McTaggart (1997), encourages capacity development and capacity building of all who participate. Findings reveal that struggling readers have more serious social problems that are caused by their inability to read. Enhancements in the existing reading program are also necessary to cater to the growing reading-related needs of the learners.
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Tavares, Mara Garcia, João Marcos De Araujo, Weyder Cristiano Santana, Arthur Mayrink Elizeu, Lucas De Amaral Silva, Josimar Dos Santos Ladeira, Mayura Marques Magalhães Rubinger, Lúcio Antônio Oliveira Campos, and José Lino Neto. "ABELHAS SEM FERRÃO: EDUCAÇÃO PARA CONSERVAÇÃO – INTERAÇÃO ENSINO-PESQUISA-EXTENSÃO VOLTADA PARA O ENSINO FUNDAMENTAL." REVISTA BRASILEIRA DE EXTENSÃO UNIVERSITÁRIA 7, no. 2 (November 10, 2016): 113–20. http://dx.doi.org/10.36661/2358-0399.2016v7i2.3128.
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Resumo: O projeto de extensão universitária em interface com a pesquisa “Abelhas sem Ferrão: Educação para Conservação” foi elaborado a partir dos conhecimentos gerados com pesquisas com abelhas nativas, com a missão de enriquecer o processo pedagógico, socializar o saber e possibilitar meios para a interação com a comunidade. O presente artigo relata a experiência vivida por alunos de três escolas da rede pública de Viçosa (MG). As atividades desenvolvidas foram: trilhas para localização de ninhos de abelhas no campus da Universidade Federal de Viçosa (UFV) e no entorno das escolas, visita ao Apiário Central da UFV, oficinas, palestras, minicurso e acompanhamento de duas colônias de abelhas sem ferrão instaladas nas escolas. Os alunos também apresentaram os resultados de suas atividades nas escolas e na Feira do Conhecimento de Viçosa. Após análise dos questionários avaliativos utilizados, verificou-se que o desconhecimento inicial dos participantes sobre as abelhas brasileiras deu lugar a um considerável volume de novas informações e interesses sobre o tema. Além dos alunos, as professoras de Ciências das escolas participaram ativamente das atividades e consideraram que, além de propiciar oportunidades de aprendizagem para os estudantes, o projeto enriqueceu seus conhecimentos e estreitou as relações entre a comunidade escolar e a UFV. O projeto constituiu, ainda, excelente oportunidade de formação para pós-graduandos e graduandos. Como base nas trocas de experiências que ocorreram, verificou-se que a utilização de atividades não formais de educação é muito importante para um ensino mais eficiente.
Palavras-chave: Educação Ambiental, Ensino-Aprendizagem, Extensão Universitária, Modelo Biológico.
Education for conservation of stingless bees: an interaction of Education-Research-Extension for elementary and secondary education
Abstract: The extension project interfaces with research initiative entitled “Abelhas sem Ferrão: Educação para Conservação” (Stingless Bees: Education for Conservation) and it was conceived from the previous knowledge generated by researches on stingless or native bees in Brazil. This initiative had the purpose of enriching the pedagogical process, knowledge sharing and enabling the interactions with the local community. This study provids an account of the students’ experiences from three public schools of Viçosa (MG) with the aforementioned bee varieties. The activities included: trail walking with the objective of locating stingless bee hives at the campus of Universidade Federal de Viçosa -UFV (Federal University of Viçosa) and around the schools, visit to the Central Apiary at UFV, workshops, lectures, a short duration course and the monitoring of two colonies of stingless bees kept in the schools. Students also presented the results of their activities at their schools and at ‘Feira do Conhecimento de Viçosa’ (Viçosa's Knowledge Fair). After analyzing the questionnaires used as part of the research method of this project, it was concluded that the initial lack of knowledge of the participants involved on the stingless bees had given place to a considerable amount of new information and interest on the subject. Besides the students, science teachers actively participated in the activities and considered that, in addition to promoting learning opportunities for students, the project enriched their own knowledge and narrowed the relationship between the school community and the UFV. The project was also an excellent training opportunity for graduate and undergraduate students. Considering the exchanges of experience that took place during the project, the parts involved were able to realize that the use of non-formal educational activities is a significant approach for a more efficient education.
Key-words: Environmental Education, Teaching and Learning, University Extension, Biological Model.
Educación para la conservación de las abejas sin aguijón: Interacción Enseñanza-Investigación-Extensión volcada a la educación básica y secundaria
Resumen: El proyecto de extensión universitaria en interfaz con la investigación científica “Abelhas sem Ferrão: Educação para Conservação” (Las abejas sin aguijón: Educación para la Conservación) fue desarrollado a partir del conocimiento generado por la investigación sobre las abejas nativas, con la misión de enriquecer el proceso educativo, socializar el conocimiento y ampliar formas de interacción con la comunidad. En este sentido, este artículo describe la experiencia de los estudiantes de tres escuelas públicas de la ciudad de Viçosa, del estado de Minas Gerais, Brasil. Las actividades que se desarrollaron fueron: senderos para localizar los nidos de abejas en la Universidad Federal de Viçosa (UFV) y alrededor de las escuelas, visita al Apiário Central de la UFV, talleres, conferencias, cursos cortos y acompañamiento de dos colonias de abejas sin aguijón instaladas en las escuelas. Los estudiantes también presentaron los resultados de sus actividades en sus escuelas y en la Feria del Conocimiento de Viçosa. Después de la evaluación de las encuestas se verificó que la falta inicial de conocimiento de los participantes sobre las abejas sin aguijón había dado lugar a una considerable cantidad de nueva información e interés sobre el tema. Los profesores de ciencias de las escuelas participaron activamente en las actividades y consideraron que, además de proporcionar oportunidad de aprendizaje para los estudiantes, el proyecto ha enriquecido sus conocimientos y estrechado la relación entre la comunidad escolar y la UFV. El proyecto fue también una excelente oportunidad de formación para los estudiantes de grado y posgrado. Teniendo en cuenta el intercambio de experiencias que han tenido lugar, vemos cómo el uso de espacios no formales de enseñanza son importantes para una educación más eficiente.
Palabras-clave: Educación Ambiental, Enseñanza y Aprendizaje, Extensión Universitaria, Modelo Biológico.
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Lasic, Slavica, and Leonie Kenny. "Theatre and Peer Education: An Innovative Approach to Health Promotion." Australian Journal of Primary Health 8, no. 3 (2002): 87. http://dx.doi.org/10.1071/py02048.
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This paper describes a health promotion project with young people from three secondary schools in the western metropolitan region of Melbourne. The project uses drama as a tool to promote social connectedness with family, peers, schools, and community. It draws on the results of an evaluation based on the production of "At All Costs". Drama facilitators from Footscray Community Arts Centre worked with students to workshop and develop issues and themes relevant to young people, Interviews, focus groups, and surveys were conducted to evaluate the benefits and impact of the project on the performers and audience of one of the secondary schools involved.
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Abdulkariem, Ahmad. "Involving the Local Community in the Protection of the Heritage and Archaeology of Cyrene." Libyan Studies 44 (2013): 103–6. http://dx.doi.org/10.1017/s0263718900009699.
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AbstractA project is being set up at Shahat to involve the local community in the protection of the archaeological heritage, by educating and informing the community through a series of lectures in secondary schools and guided on-site visits.
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Nicolici, Nadina Carmen. "ENGLISH FOR THE COMMUNITY – DESCRIEREA PROIECTULUI –." Journal of Pedagogy - Revista de Pedagogie LXIX, no. 1 (June 2021): 155–75. http://dx.doi.org/10.26755/revped/2021.1/155.
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This article is the general presentation of the project “English for the Community” set up by British Council Romania in partnership with the Romanian American Foundation (RAF), and which has as target group about 150 teachers of English as a foreign language in nine counties in Romania, who teach in schools located in villages or small towns. The first stage of the project took place from 2018 to 2020, and a second stage began in March 2021, and it will last until 2023. There are presented details related to the general aim of the project: to provide professional development for the Romanian EFL teachers who teach in lower and upper secondary schools located in areas which have potential to develop ecotourism. The article includes information about the way in which the project has been organized from the beginning up to now, the areas where it takes place, how it has been developing, which steps have been taken, and the impact it has not only on the members of the target group, but on the whole community as well. A special focus is on Teacher Activity Groups (TAGs), an innovative method for Romania, in the benefit of the teachers directly involved in the project. All these are further illustrated by testimonials provided by the members of the target group, the trainers, and the direct and indirect beneficiaries of the program.
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Mouchantaf, Maha. "Lost in Translation: The Implementation of Community Service in Lebanese High-schools Following Decree No.8924." Journal of Language Teaching and Research 11, no. 2 (March 1, 2020): 184. http://dx.doi.org/10.17507/jltr.1102.06.
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In 2012, the Lebanese Ministry of Education and Higher Education (MEHE) issued Decree No. 8924. Entitled “Project Community Service in Public and Private Secondary Schools”, the decree states that all schools should apply a mandatory 60-hour community service program across the three secondary school years. There have been scattered efforts to study how the Decree is being implemented across Lebanon, with no exhaustive and thorough study yet documented. This research sought to fill part of that gap by examining the experience of ten private Catholic schools. The research results were congruent with global educational policy implementation research and suggested future lines of inquiry specific to Lebanon.
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Patton, George C., Sara Glover, L. Bond, Helen Butler, Celia Godfrey, Gayle Di Pietro, and Glen Bowes. "The Gatehouse Project: A Systematic Approach to Mental Health Promotion in Secondary Schools." Australian & New Zealand Journal of Psychiatry 34, no. 4 (August 2000): 586–93. http://dx.doi.org/10.1080/j.1440-1614.2000.00718.x.
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Objective: The objective of this paper is to outline the conceptual background and strategy of intervention for a systematic and sustainable approach to mental health promotion in secondary schools. Method: The conceptual origins of the Gatehouse Project are described in terms of the epidemiology of adolescent mental health problems, attachment theory, education reform research and health promotional theory and practice. The elements of health promotional work are described in terms of structural change and priority setting; implementation at multiple levels within the participating schools is described. Results: The conceptual framework of the Gatehouse Project emphasises healthy attachments with peers and teachers through the promotion of a sense of security and trust, effective communication and a sense of positive self-regard based on participation in varied aspects of school and community life. A school social climate profile is derived from a questionnaire survey of students. An adolescent health team uses this information to set priorities for change within the school. Interventions may focus on the promotion of a positive social climate of the whole school or in the classroom. Curriculum-based health education is also used and based on materials that are relevant to the normal developmental experiences of teenagers. These are integrated into the mainstream curriculum and incorporate a strong component of teacher professional development. Lastly, the intervention promotes linkage between the school and broader community with a particular emphasis on the needs of young people at high risk of school drop-out. Conclusions: Educational environments are complex systems undergoing continuous and simultaneous changes. The Gatehouse Project will provide unique information on the relationship between the social environment and the emotional wellbeing of young people. More importantly it outlines a sustainable process for building the capacity of schools to promote the social and emotional development of young people.
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Shek, Daniel T. L., and Rachel C. F. Sun. "Evaluation of the project P.A.T.H.S. (extension phase) based on the perspective of the program participants." International Journal of Adolescent Medicine and Health 25, no. 4 (December 1, 2013): 405–13. http://dx.doi.org/10.1515/ijamh-2013-0038.
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Abstract Subjective outcome evaluation data were collected from 236 schools (n=87,943 students) after students had participated in the Tier 1 Program in the second year of the Extension Phase of the Project P.A.T.H.S. in Hong Kong. Using schools as the units of analysis, results showed that the program and implementers were perceived in a positive manner and approximately four-fifths of the participants regarded the program as helpful to them. There were some significant grade differences in the subjective outcome evaluation findings with small effect size. Multiple regression analyses showed that whereas perceived qualities of the program positively predicted perceived effectiveness of the program, perceived qualities of implementers negatively predicted program effectiveness. The present study suggests that irrespective of cohorts at different times, junior secondary school students perceived the program to be beneficial to them. The theoretical and practical implications of the present findings are discussed.
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Sleurs, Willy. "Education for Sustainable Development in Secondary Education of the Flemish Community: Challenges and Perspectives." Australian Journal of Environmental Education 22, no. 1 (2006): 91–97. http://dx.doi.org/10.1017/s0814062600001713.
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AbstractEnvironmental Education is one of the cross-curricular themes, introduced in the mid 1990s in the curriculum of Flemish secondary education (12-18 yr). Both the Brundtland report and the ENSI philosophy inspired the development of the objectives for EE. A strong partnership exists between the departments of education and the environment of the Flemish Ministry and the provincial authorities, which resulted in the project ‘MOS’, an environmental management system for primary and secondary schools. Besides environmental objectives, the pedagogical objectives of the project are strongly emphasised. The UN Decade of Education for Sustainable Development provides a strong stimulus to link Environmental Education to the other cross-curricular themes, Citizenship and Health Education and to include the ‘MOS’-project into the broader framework of Education for Sustainable Development.
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Panyayen, Jularat, Teerapat Nantsupawat, Wittawat Tangwijitsakul, and Nopakoon Nantsupawat. "Distance learning: the “Extension for Community Healthcare Outcomes: ECHO” project: a case study." Southwest Respiratory and Critical Care Chronicles 9, no. 40 (July 4, 2021): 60–64. http://dx.doi.org/10.12746/swrccc.v9i40.889.
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This article reports a case conference that was part of the Extension for Community Healthcare Outcomes (ECHO®) project, which is a model of monthly telemedicine conferences on chronic disease and behavioral health, important topics for primary care teams in rural areas and for university-based specialists. The ECHO® project has proved to be a successful learning model in health care. The main goal of the project is moving knowledge not the patients, so this tele-mentoring builds capacity and creates access to high-quality specialty care serving local communities. A secondary goal is shared learning between community providers and specialists about best practices that are practical, achievable, and sustainable for the community. We present the case of a critical care patient who was brought to the emergency department with left-side weakness and dysarthria. Computed tomography of the head and electrocardiograms established the diagnosis during the admission. Discussion points from a multidisciplinary team and specialty consultants via telemedicine are listed in this article.
Key words: telemedicine, teleconsulting, primary care, developing countries, rural area
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Parker, Lesley H., and Léonie J. Rennie. "Teachers' Perceptions of the Implementation of Single-Sex Classes in Coeducational Schools." Australian Journal of Education 41, no. 2 (August 1997): 119–33. http://dx.doi.org/10.1177/000494419704100203.
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THIS paper reports research conducted as part of the Single-Sex Education Pilot Project (SSEPP) which was undertaken in 1993–1994 in Western Australia. The project involved the implementation of single-sex science and/or mathematics in ten coeducational secondary schools. Unlike previous similar initiatives, the SSEPP included professional development for the teachers involved and systematic monitoring. The paper presents an analysis of teachers' reactions to and perceptions of the SSEPP. It gives voice to teachers' views of the major issues which arose during the project, concerning outcomes for students, school organisation, teacher professional development, community response and sustainability of the change.
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Shek, Daniel T. L., and Cecilia M. S. Ma. "Subjective Outcome Evaluation of the Project P.A.T.H.S. in Different Cohorts of Students." Scientific World Journal 2012 (2012): 1–9. http://dx.doi.org/10.1100/2012/493957.
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The project P.A.T.H.S. is an indigenously developed positive youth development program in Hong Kong. In the extension phase (2009/2010 school year), subjective outcome evaluation data were collected from 231 schools involving 89,068 participants after completion of the curricula-based Tier 1 Program. With schools as the units of analysis, results showed that participants generally had positive perceptions of the program content and implementers, with over four-fifth of the participants regarded the program as helpful to them. There were some significant grade differences in the subjective outcome evaluation findings, although the related effect size was not strong. Multiple regression analyses revealed that program content and program implementers predicted perceived effectiveness of the program. The present study suggests that irrespective of cohorts, students in the junior secondary years perceived the program to be beneficial to them.
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Schutt, Stefan, and Dale Linegar. "We Learn as We Go." International Journal of Virtual and Personal Learning Environments 4, no. 2 (April 2013): 124–36. http://dx.doi.org/10.4018/jvple.2013040107.
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The authors’ team has been working with virtual worlds since 2006, deploying them in diverse contexts including secondary schools, special schools, vocational education and training, higher education and the community sector. Here the authors outline their operational experience of the complex web of interrelated factors involved in running virtual world projects. The authors discuss project development models, institutional politics, activity types and working with teachers and students. They conclude that embedding virtual worlds in education can be rewarding but also difficult at times, with qualities of nimbleness and self-reinvention required of project teams.
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Shek, Daniel T. L., and Ting Ting Liu. "Implementation quality of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong: findings from the extension phase." International Journal of Adolescent Medicine and Health 25, no. 4 (December 1, 2013): 467–74. http://dx.doi.org/10.1515/ijamh-2013-0045.
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Abstract To evaluate the implementation quality of the Tier 1 Program of the Project P.A.T.H.S. (Secondary 1 to Secondary 3), a study based on classroom observations of 597 units in 207 schools was conducted under the Co-Walker Scheme. Results demonstrated that the implementation quality of the program was high in general, with a mean program adherence of 80.8%. The 13 aspects of program delivery under observation were significantly intercorrelated. Multiple regression analyses indicated that: (i) overall implementation quality was significantly predicted by classroom control, interactive delivery method, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives, time management, and lesson preparation; (ii) success of implementation was significantly predicted by student participation and involvement, opportunity for reflection, degree of achievement of the objectives, and time management.
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Suhanova, G., and S. Sharikov. "Developing Tools for Recruiting of Hospital Teachers to the Network of Hospital Schools «Uchimznaem»." Management of the Personnel and Intellectual Resources in Russia 9, no. 6 (January 28, 2021): 70–77. http://dx.doi.org/10.12737/2305-7807-2021-70-77.
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Hospital education is a new phenomenon in the Russian educational space that has emerged and strengthened into the pedagogical community by authors and creators of the Federal educational project "UchimZnaem". To date, the project includes seven elementary and secondary schools in Moscow and about 40 school sites in the regions of Russia. The main problem faced by the heads of hospital schools is to search and select of teachers for long-term ill children who receive education within the walls of medical institutions. After all, for the majority of teaching staff, a medical organization is not a natural environment for professional activity as in pedagogical universities no one prepared them to work in a children's hospital. In this article, the authors attempted to identify and group the main categories of requirements for a hospital teacher. The formulated requirements were then evaluated by the expert community in terms of importance and formed the basis for the scheme of the recruitment process for hospital teachers for the flagship site of the «UchimZnaem» project.
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Straker, Jo, Michael Atkinson, Stephen Chapman, and David Irwin. "WEB SITE MESSAGING: Visual And Written Framing Of Sustainability In Christchurch Secondary Schools." Teachers' Work 13, no. 2 (December 22, 2016): 99–117. http://dx.doi.org/10.24135/teacherswork.v13i2.81.
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This research engaged with how secondary schools in Christchurch framed sustainability through web based interfaces. The key focus of the research was how schools are engaging students in sustainability through their web-site messaging. While some research has been done around whole-school approaches to sustainability, no research has been done around schools engaging students through their web-based sustainability material. This article is part of a wider project involving a series of case studies which sought to understand more about how to engage youth in sustainable practices. A qualitative case study aims to describe the topic in detail and in context (Yin, 2009). The benefit of gathering varied evidence from multiple cases, allows for cross-case comparison and greater generalisation. From these cases the team identified four key themes which underpinned sustainability: a future focus; diversity/inclusiveness; community; and environment. The findings indicated that while there was little strategic framing, a bottom-up approach which allowed staff, students and the community to initiate a range of projects was a successful model. This appears to increase the engagement and commitment in schools and allows local communities to address local problems rather than trying to adapt to a centralised or over-arching strategic plan which may be less able to respond quickly and spontaneously to local issues.
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Matos, Brenda Teresa Porto de. "Modeling School Uniforms for Public Schools of Blumenau." European Journal of Multidisciplinary Studies 5, no. 1 (May 19, 2017): 485. http://dx.doi.org/10.26417/ejms.v5i1.p485-485.
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This text aims to present one of the extension projects in development at the Federal University of Santa Catarina (UFSC), Center of Blumenau that is integrated with the Regional Development and Social Interaction Axis, which acts in the interface among the five courses of the center, specially engineering. This axis is responsible for proposing and organizing social interaction activities as well as encouraging cooperative relationships with social groups, economic and productive sectors as well as the community in general, as it is foreseen in the Pedagogical Projects of the Courses (PPCs). The intention of these practices is to build with students and teachers some activities and strategies of intervention in communities, institutions, associated developments or enterprises of the region that result in some knowledge/product for the involved groups, helping the future engineers to operate with a sociotechnical approach.This project in focus, entitled “Modeling school uniforms for public schools of Blumenau”, started in April 2016 and it is to be completed in April of this year, consists of a research and intervention experience in the school community, which is being carried out by two textile engineering fellows, under the guidance of professors from the areas of sociology and textile engineering. The aim is to propose new uniform models for the municipal public network, from the data collection performed through the application of questionnaires with the students of the nine schools that composed the sample group. This model proposal seeks to meet the demands formulated in a socially and ecologically committed way. The technical sheet and drawing results will be delivered to the Education Department of Blumenau, the project partner, and to the schools that are the object of the research and intervention. Therefore, this project expresses a materialization of the link of the "uniform artifact" to the sociotechnical network, giving visibility to the acronym STS (Science, Technology and Society) and bringing the field of social sciences closer to that of the exact sciences.
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Biasutti, Michele, Eleonora Concina, Sara Frate, and Ibrahim Delen. "Teacher Professional Development: Experiences in an International Project on Intercultural Education." Sustainability 13, no. 8 (April 8, 2021): 4171. http://dx.doi.org/10.3390/su13084171.
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The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the project. The following six categories were identified in the qualitative analysis: attitudes, teaching approach, community of practice, communication with students, professional development, and implementation issues. The findings showed that participating in the project offered an occasion to discuss different pedagogical orientations, examine practices, and develop teaching strategies for intercultural education. Project activities provided teachers the opportunity to reflect on how their teaching approaches related to the integration of migrant students. Suggestions for professional development and the encouragement of a pedagogical change among primary and secondary teachers are proposed for further studies.
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Webber, Melinda, Tracy Riley, Katrina Sylva, and Emma Scobie-Jennings. "The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys." Australian Journal of Indigenous Education 49, no. 1 (October 16, 2018): 77–88. http://dx.doi.org/10.1017/jie.2018.16.
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When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.
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Skamp, Keith. "Environmental Education: Implementation in a NSW Department of School Education Region." Australian Journal of Environmental Education 12 (1996): 61–70. http://dx.doi.org/10.1017/s0814062600004195.
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ABSTRACTSurvey results are described for the perceived, implementation of the NSW Environmental Education Curriculum Statement in one School Region. Data provide a picture of the extent to which schools have documented Environmental Education policies and the amount and kind of implementation at school level. Reference is made to the use of field study centres, community involvement, and the extent and possible impact of professional development opportunities on these measures. Comparisons are made between the primary and secondary sectors. Professional development does appear to have had some impact, and the ‘across curricula’ approach seems to have had partial success. Reasons for the limited involvement of secondary schools are suggested. The extent of primary project work which was occurring appeared encouraging but there were unanswered questions about whole school programs. NSW Government initiatives such as Field Study Centres and the Greening of Schools program appeared to be playing important roles.
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Agirreazkuenaga, Leire. "Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community." Sustainability 11, no. 5 (March 12, 2019): 1496. http://dx.doi.org/10.3390/su11051496.
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In the current context of unsustainability that we inhabit, education is considered to be a necessary pillar for social transformation towards sustainable development. The main goal of this research is to analyze the implementation of educational practical experiences of the education for sustainability programs from the perspective of teachers working in secondary schools in the Basque Autonomous Community. The analyzed schools are situated in different socio-economic and environmental contexts. The analysis also aims to diagnose the extent of knowledge on the 2030 Global Agenda of Sustainable Development Goals (SDGs) with a view to its future implementation. The study is based on qualitative tools such as in-depth interviews (38 interviews conducted at five secondary schools). For analytical purposes, the perspective of the teaching staff is adopted as they play an indispensable and determining role in education for sustainability. The main results showed that the involvement of the teaching staff, personal motivation and good leadership are essential for the success of the program, together with the support of school authorities. A stable teaching staff and a sense of identity with the project are decisive factors. In this sense, differences were detected between public schools and private schools that, to a certain extent, condition the difficulties faced by the teaching staff. Experiential activities, activities outside the classroom and a positive perspective on the subject are considered factors contributing to the success of the programs. SDGs were still largely unknown to the teaching staff but could provide a good framework for multidisciplinary education.
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Shek, Daniel T. L., and Moon Y. M. Law. "Implementation of the extension phase of the project P.A.T.H.S. in Hong Kong: observations based on the Co-Walker Scheme." International Journal of Adolescent Medicine and Health 25, no. 4 (December 1, 2013): 459–66. http://dx.doi.org/10.1515/ijamh-2013-0044.
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Abstract The implementation quality of the Tier 1 Program (Secondary 1 Program) of the Project P.A.T.H.S. in the second year of the Extension Phase was examined in this study, with classroom observations of 218 units in 172 schools. Results demonstrated that the overall level of program adherence was generally high with an average of over 90%. Different aspects regarding program delivery were significantly correlated, suggesting that different aspects of program implementation were intimately related. Regarding predictors of global implementation quality, analyses indicated that overall implementation quality was significantly predicted by interactive delivery method, achievement of objectives, time management, and lesson preparation; success of implementation was predicted by student participation and involvement, interactive delivery method, achievement of objectives, and time management. The present study replicated the findings in previous studies.
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Ananias, Janetta Agnes, Jabulani Calvin Makhubele, Miriam Winnie Hasheela, Ndanyakuwa Ilonga Hamuse Tiberia, Rachel Johanna Freeman, Prudence Mafa, Frans Koketso Matlakala, Beatrice Namoonga Chilwalo, Selelo Frank Rapholo, and Anesu Svinurai. "Views of Teachers and Hostel Matrons on the Landscape of Substance Abuse Amongst the Youth in the Northern Region of Namibia." Global Journal of Health Science 11, no. 5 (April 15, 2019): 133. http://dx.doi.org/10.5539/gjhs.v11n5p133.
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AIM: This research project aimed at exploring the views of secondary school teachers and hostel matrons on the landscape of substance abuse amongst the youth at a border town situated in the northern region of Namibia.
METHOD: In this qualitative study, in-depth interviews were conducted with secondary school teachers and hostel matrons, selected by means of a purposive sampling method from five schools representing state schools and private schools. Ethical approval was obtained from the University of Namibia’s ethical approval committee, whilst permission to conduct the study was obtained from the Ministry of Education, Arts and Culture, Namibia. Participation was voluntary and based on informed consent.
FINDINGS: The themes identified in the study were amongst others; the types of substances used by the youth, the use of substances on school premises and easy access/availability of substances.
CONCLUSION: The study concluded that substance abuse seems to be normalised in the community because of the excessive availability of alcohol in the community. The need for law enforcement and law reform as well as prevention programmes at all levels of society is highlighted.
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Ćurko, Bruno, and Antonio Kovačević. "European projects related to ethical education in primary and secondary schools." Metodički ogledi 25, no. 2 (2019): 85–107. http://dx.doi.org/10.21464/mo.25.2.5.
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Through the Erasmus+ Program, in Key Activity 2 – “Strategic Partnerships in Education and Training” (KA2) – association for promotion of non-formal education, critical thinking and philosophy in practice “Petit Philosophy” has implemented or is implementing seven projects closely related to ethical education. The characteristics of these projects are that they are directed to ethical education in kindergartens and primary and secondary schools. Partners of “Petit Philosophy” in these projects were/are universities, primary and secondary schools, kindergartens, associations and institutions from thirteen countries (Austria, Germany, Slovenia, Italy, Spain, Hungary, Bosnia and Herzegovina, Greece, Ireland, the Netherlands, Slovakia, Latvia and Croatia). Project “ETHOS: Ethical Education in Primary and Pre-primary Schools for a Sustainable and Dialogic Future” is one of the first of these projects. ETHOS was successfully implemented under the Comenius Program from 2012–2014, and afterwards, projects under the Erasmus+ KA2 followed: ETHIKA – Ethics and Values Education in Schools and Kindergartens (2014–2017), LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society (2016–2019), AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators (2017–2019), COMET – A Community of Ethics Teachers in Europe (2017–2020), Integrating Ethics of Sport in Secondary School Curriculum (2017–2019), BEAGLE – Bioethical Education and Attitude Guidance for Living Environment (2018–2020) and TRACE – Traditional Children’s Stories for a Common Future (2018–2020). In this article, we will briefly present the projects’ activities, with particular emphasis on materials created for educators, teachers, and students.
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Francis, Erica, Kara Shifler Bowers, Glenn Buchberger, Sheryl Ryan, William Milchak, and Jennifer Kraschnewski. "Reducing Alcohol and Opioid Use Among Youth in Rural Counties: An Innovative Training Protocol for Primary Health Care Providers and School Personnel." JMIR Research Protocols 9, no. 11 (November 6, 2020): e21015. http://dx.doi.org/10.2196/21015.
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Background Given that youth alcohol use is more common in rural communities, such communities can play a key role in preventing alcohol use among adolescents. Guidelines recommend primary care providers incorporate screening, brief intervention, and referral to treatment (SBIRT) into routine care. Objective The aim is to train primary care providers and school nurses within a rural 10-county catchment area in Pennsylvania to use SBIRT and facilitate collaboration with community organizations to better coordinate substance use prevention efforts. Methods To build capacity to address underage drinking and opioid use among youth aged 9-20 years, this project uses telehealth, specifically Project ECHO (Extension for Community Healthcare Outcomes), to train primary care providers and school nurses to address substance use with SBIRT. Our project will provide 120 primary care providers and allied health professionals as well as 20 school nurses with SBIRT training. Community-based providers will participate in weekly virtual ECHO sessions with a multidisciplinary team from Penn State College of Medicine that will provide SBIRT training and facilitate case discussions among participants. Results To date, we have launched one SBIRT ECHO project with school personnel, enrolling 34 participants. ECHO participants are from both rural (n=17) and urban (n=17) counties and include school nurses (n=15), school counselors (n=8), teachers (n=5), administrators (n=3), and social workers (n=3). Before the study began, only 2/13 (15.5%) of schools were screening for alcohol use. Conclusions This project teaches primary care clinics and schools to use SBIRT to prevent the onset and reduce the progression of substance use disorders, reduce problems associated with substance use disorders, and strengthen communities’ prevention capacity. Ours is an innovative model to improve rural adolescent health by reducing alcohol and opioid use. International Registered Report Identifier (IRRID) DERR1-10.2196/21015
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Lusiana, Evi. "UPAYA MEWUJUDKAN GENERASI MUDA BEBAS NARKOBA MELALUI SOSIALISASI DAN SKRINING NARKOBA DI SMP N 9 PALEMBANG." Jurnal Pengabdian Sriwijaya 8, no. 2 (June 25, 2020): 1022–27. http://dx.doi.org/10.37061/jps.v8i2.12433.
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Efforts to achieve a drug abuse-free young generation through socialization and drug abuse screening at student junior high schools (SMP) is very important because the junior high school students are the next generation who determine the fate of the nation. One such effort is the extension lecture and video animation. This community service aims to improve the knowledge of the dangers of drug abuse in the young generation, especially students in junior secondary school 9 Palembang. The program has shown an improvement of knowledge about definition, classification, impact and drug abuse prevention in the young generation.
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Bhargava, Marcus, and Lee Jerome. "Training Teachers for and through Citizenship: Learning from Citizenship Experiences." Societies 10, no. 2 (April 28, 2020): 36. http://dx.doi.org/10.3390/soc10020036.
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This article illustrates how one university-based initial teacher education (ITE) course sought to develop links with civil society organisations to develop meaningful active citizenship education. The purpose of the project was to enhance citizenship education for ITE students preparing to become secondary school teachers. The article discusses recent developments in theorising teacher education 3.0 to ensure teachers are empowered to engage with a wide range of social and political challenges affecting young people and their communities. It then describes a small project that involved university staff and students in a local community organising project, bringing together a range of local community groups to work together for social justice. The article explores how student teachers working within that community organising group developed an increasingly politicised view of their role—as public sector workers in a politicised policy landscape; as potential agents for the promotion of democracy; and as political actors in their own right. The article concludes that these insights into practice illustrate the potential for a broader conception of teacher education, involving civil society partners beyond schools and universities.
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Hillock, David, Matthew Kirkwood, Douglas Needham, and Brenda Sanders. "396 Children's Gardens in Which to Learn and Grow—A Service/Learning Project." HortScience 35, no. 3 (June 2000): 461B—461. http://dx.doi.org/10.21273/hortsci.35.3.461b.
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The purpose of a service/learning project is two-fold: to gain skill in one's area of study and simultaneously to provide service to an unrelated community. This project provided such an educational opportunity for our Horticulture and Landscape Architecture students by providing the mechanism for them to develop and practice their skills of garden design, presentation, installation, and maintenance, while also providing a service to Oklahoma's fifth grade teachers and their students. Through their service, our students gained insight into the creation of public gardens, specifically ones for children. This project created a template through which elementary educators could then work with their communities to develop children's gardens at their schools. Our students presented gardening ideas via slides to fifth grade classes, geographically distributed throughout Oklahoma, and then surveyed them for their input into a garden designed for and by children. The survey accessed the needs and dreams of both the fifth grade students and their teachers. The children's and teachers' desires, as expressed in the surveys, were incorporated into garden designs by our students. A prototype of one of the children's gardens was then installed at the Oklahoma Gardening studio grounds with the help of Horticulture and Landscape Architecture students, OBGA Ambassadors (a group of horticulturally trained volunteers from the Greater Stillwater Community), and Oklahoma elementary school teachers, who sought to gain experience in garden installation in order to create a children's garden at their own schools. The processes, from conception through design and installation, and finally utilization for elementary education, were videotaped and incorporated into a “how-to” video and fact sheet, produced and made available through the Oklahoma Cooperative Extension Service (OCES).
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Wanchana, Yodsaphon, Pram Inprom, Wee Rawang, and Art-ong Jumsai Na Ayudhya. "Environmental Education Competency: Enhancing the Work of Teachers." Journal of Teacher Education for Sustainability 22, no. 2 (December 1, 2020): 140–52. http://dx.doi.org/10.2478/jtes-2020-0021.
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Abstract The research into the environmental education competency of secondary school teachers was conducted using mixed research methods. The data were collected using the questionnaire and the structured interview. The teachers of eco-schools completed the questionnaire and teacher advisors as well as mentor teachers of the eco-school project participated in the structured interview. The research findings revealed that most respondents had a moderate level of environmental education competency that involved six aspects: knowledge of the environment, basic understanding of the environment, responsibility for the environmental education of professional teachers, planning and practice with regard to the environmental education, promoting learning about the environmental education and evaluation of the environmental education. The approaches to enhance the environmental education competency of secondary school teachers should involve multidisciplinary instruction learning, community-based learning, project-based learning, happy teaching and learning, and holistic learning management.
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Portas, Antonio M., Luke Barnard, Chris Scott, and R. Giles Harrison. "The National Eclipse Weather Experiment: use and evaluation of a citizen science tool for schools outreach." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 374, no. 2077 (September 28, 2016): 20150223. http://dx.doi.org/10.1098/rsta.2015.0223.
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The National Eclipse Weather Experiment (NEWEx) was a citizen science project for atmospheric data collection from the partial solar eclipse of 20 March 20. Its role as a tool for schools outreach is discussed here, in seeking to bridge the gap between self-identification with the role of a scientist and engagement with science, technology, engineering and mathematics subjects. (The science data generated have had other uses beyond this, explored elsewhere.) We describe the design of webforms for weather data collection, and the use of several external partners for the dissemination of the project nationwide. We estimate that up to 3500 pupils and teachers took part in this experiment, through the 127 schools postcodes identified in the data submission. Further analysis revealed that 43.3% of the schools were primary schools and 35.4% were secondary. In total, 96.3% of participants reported themselves as ‘captivated’ or ‘inspired’ by NEWEx. We also found that 60% of the schools that took part in the experiment lie within the highest quintiles of engagement with higher education, which emphasizes the need for the scientific community to be creative when using citizen science projects to target hard-to-reach audiences. This article is part of the themed issue ‘Atmospheric effects of solar eclipses stimulated by the 2015 UK eclipse’.
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Schreuder, Danie. "The Schools Water Project (SWAP): A Case Study of an Action Research and Community Problem Solving Approach to Curriculum Innovation." Australian Journal of Environmental Education 10 (1994): 35–46. http://dx.doi.org/10.1017/s0814062600003074.
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It seems ironic that the amazing breakthroughs and successes of scientific methods of enquiry of the past century that were supposed to enhance the quality of human life are currently looked on as being at the root of many of the pressing environmental and social problems of our time. Conventional approaches to science and technology that enabled humankind to manipulate and exploit natural resources led to a sense of authority and command which gave rise to a sometimes blind belief in ‘…the triumphs of natural science in seeking to develop the social understanding that would allow human beings successfully to harness the forces thus released to their own self-betterment’ (Giddens 1982, p.69).This extension of the apparent success of natural science as ‘… an ideology, a culturally produced and socially supported, unexamined way of seeing the world which shapes and guides social action’ (Carr and Kemmis 1986, p. 132) seemed very appropriate at the time. Inevitably, the trusted logical positivist and reductionist approaches permeated social sciences to such a degree that they dominated Western views on education for a long time. Popkewitz (1984, p.23) refers to the effect on education in which ‘…human engineers … act upon educational affairs as though there are no difficulties or uncertainties; …educators are to manipulate and control children as physical scientists manipulate objects of the physical world’.
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Broomhall, Helen, Janet Devlin, Sarah Anderson, and Martha Doyle. "MindMatters Plus: A Capacity-building Framework for Working with Secondary School Students with High Support Mental Health Needs." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 96–105. http://dx.doi.org/10.1017/s1037291100002697.
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This article describes the history, development and status of MindMatters Plus (MM+). MM+ is a project developed within the context of MindMatters (MM), an ongoing initiative which aims to promote mental health within Australian secondary schools. MM+ is an integral component of the MM suite of initiatives and is consistent with its underlying philosophy of developing student resilience through a “whole of school”, capacity-building approach. The specific goal of MM+ is to develop best practice approaches to improving the mental health outcomes of secondary school students with high support mental health needs (SWHSNs) and is achieved in several ways: (1) assisting schools in early identification; (2) facilitating the implementation of preventative and other interventions; (3) developing new initiatives and refining existing processes, policies and strategies and; (4) encouraging the development of timely and accessible networks of care with external agencies and community partnerships.
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Te Ava, Aue, Christine Rubie-Davies, Airini, and Alan Ovens. "Akaoraora'ia te peu ‘ā to ‘ui tūpuna: Culturally Responsive Pedagogy for Cook Islands Secondary School Physical Education." Australian Journal of Indigenous Education 42, no. 1 (August 2013): 32–43. http://dx.doi.org/10.1017/jie.2013.12.
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This research examines outcomes from introducing cultural values into Cook Islands secondary schools during two cycles of action research comprising planning, implementing, observing and reflecting. The cultural values upon which the physical education lessons were based were: tāueue (participation), angaanga kapiti (cooperation), akatano (discipline), angaanga taokotai (community involvement), te reo Maori Kuki Airani (Cook Islands Maori language), and auora (physical and spiritual wellbeing). The cultural values were believed to be an essential element of teaching physical education but one challenge was how to assist teachers to implement the cultural values into classroom teaching as most participant teachers were not Cook Islanders. Findings from this action research project suggest that while participant teachers and community cultural experts may agree to incorporate cultural values in teaching Cook Islands secondary school students, teachers nonetheless find difficulties in implementing this objective.
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Sunarsi, Dessy, Merry Safarwaty, Daesy Ekayanti, Ekaterina Setyawati, and Ira Mulyati. "IMPLEMENTATION OF THE ESTABLISHMENT A PILOT PROJECT FOR A CHILD-FRIENDLY SCHOOL IN KABUPATEN KAUR BENGKULU." ICCD 1, no. 1 (December 7, 2018): 56–62. http://dx.doi.org/10.33068/iccd.v1i1.10.
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Child Friendly Schools are schools / madrasas that are safe, clean, healthy, green, inclusive and comfortable for the physical, cognitive and psychosocial development of girls and boys including children who require special education and / or special service education; which openly involves children to participate in all activities, social life, and encourage children's growth and prosperity. The Child Friendly School Program launched by the government aims to improve the mainstreaming of children's rights in Indonesia. In the Province of Begkulu there is no Child Friendly School. Kaur Regency is currently a pilot district for the development of primary and secondary education in the province of Bengkulu. The determination of the pilot project for Child Friendly Schools is conducted by coordinating with the Education and Culture Office of Kaur Regency. For elementary school level, SDN 41 Kaur was chosen, given the school's reputation, strategic location and their readiness to implement this program. For the junior high school level, there were selected 36 PKLK junior high schools (Special Education Special Services). This school is boarding and for 24 hours students are in a school environment, students from disadvantaged groups. This socialization activity uses lecture methods, discussion and film visualization. The lecture method aims to provide a foundation of understanding of child-friendly school programs and discussion methods aimed at perfecting understanding. Film visualization method is given to strengthen the understanding of the community / students in the form of motivational impressions in order to want to implement this program. The output of the activity is the formation of child-friendly pilot elementary and junior high schools and public awareness of the needs of Child Friendly Schools in Kaur District.
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Vare, Paul. "Exploring the Impacts of Student-Led Sustainability Projects with Secondary School Students and Teachers." Sustainability 13, no. 5 (March 4, 2021): 2790. http://dx.doi.org/10.3390/su13052790.
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Secondary school students are granted few opportunities to change their world, yet they are expected to engage fully as citizens the moment they leave school. This issue is growing starker with multiple global crises contributing to mental health concerns. This situation stimulated a practical education for sustainability project designed to promote student agency by supporting small, student-led, community-based projects, planned and supported within the secondary school context. This research ran alongside the project in order to investigate (a) the impact of implementing these projects on the students involved and (b) the implications of this for their teachers. The research approach was based on Cultural-historical Activity Theory, which explores the learning generated through multi-layered interactions within a given activity system. In stimulating student agency, it was clear that the project had challenged existing practice. Students sensed a shift in power relations, remarking on how teachers respected and listened to their opinions. Those teachers who appeared more authoritarian appeared to experience the greatest transformation although ceding power did not come naturally, particularly where this challenged notions around teacher responsibility. In this way, teachers’ professionalism threatened to become the means by which they withheld power from their students. Implications of this for schools and policy are considered.
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Cousens, D. R., D. Waddell, B. Cribb, M. Jones, and J. Drennan. "Electron Microscopy Over the Internet as an Outreach Tool." Proceedings, annual meeting, Electron Microscopy Society of America 54 (August 11, 1996): 398–99. http://dx.doi.org/10.1017/s0424820100164453.
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Microscopy is an ideal medium to explore the wider applications of science and technology within the community in science and technology awareness programs. It bridges many individual disciplinary areas in science allowing many different facets of science and technology to be presented within a familiar framework.The development of low cost video-audio conference software at Cornell University and the concurrent installation of Internet connections in Queensland schools at both primary and secondary level have provided an opportunity to enhance the science awareness and community service aspects of the Centres’ operation beyond physical visits by school groups. This increases dramatically the potential audience that can be reached for a given investment of time. It also allows school communities in the more remote areas of the state to have some access to advanced scientific instruments and the applications for which they are used. The project is being initially piloted with schools in regional areas around Brisbane as this provides immediate feedback in the exploratory stages of the program.
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MacDonald, Marjorie A., and Lawrence W. Green. "Reconciling Concept and Context: The Dilemma of Implementation in School-Based Health Promotion." Health Education & Behavior 28, no. 6 (December 2001): 749–68. http://dx.doi.org/10.1177/109019810102800607.
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The researchers used grounded theory methodology to study the implementation of a school-based alcohol and drug prevention project in secondary schools in British Columbia, Canada. Preventionworkers (PWs) were responsible for working with school and community personnel in a collaborative process to develop, implement, and evaluate prevention strategies in the school using an adaptation of the Precede-Proceed Model for health promotion planning. Before they could begin to do this, PWs had to establish their credibility in the school. Once accepted, the focus of the PWs’workwas to reconcile the goals, values, and philosophy of the project with those of the school. In doing so, PWs encountered many practical dilemmas. The challenges in resolving these dilemmas are presented, and the implications for policy and practice are discussed.
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Layton, James. "Read between the Lines: Using drama to change attitudes towards suicide among young people." Journal of Applied Arts & Health 10, no. 3 (December 1, 2019): 283–94. http://dx.doi.org/10.1386/jaah_00002_1.
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Abstract As part of a regional initiative, South Ayrshire Council Community Safety Partnership developed a programme of workshops for secondary schools to contribute to the Scottish Government's Suicide Action Plan. Using an applied drama project titled Read between the Lines as a case study, this article outlines how drama is central to the fulfilment of this national strategy. Utilizing David Kolb's experiential learning cycle to evaluate how young people benefitted from the project, I demonstrate the efficacy of performance as a tool to explore real-life scenarios and in effecting change in young people's understanding of and attitudes to suicide. In doing so, I suggest that more tangibly connected communities are created as a means of improving general well-being.
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Sass, Camila Do Amaral, Julia Baldi De Luccas, Lara Tenore Ferreira, Carla Lopes Rodriguez, Denise Hideko Goya, Mirtha Lina Fernández Venero, and Rafaela Vilela da Rocha. "A report on strategies for motivating and developing the computational thinking for and by women." Journal on Computational Thinking (JCThink) 3, no. 1 (June 1, 2020): 34. http://dx.doi.org/10.14210/jcthink.v3.n1.p34.
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INTRODUCTION : Initiatives to engage girls and women in STEM-related areas have been successfully reported in the literature. However, such initiatives should involve the participation of the local community and address their needs and interests. OBJECTIVE : This article reports a project that aims to apply different strategies to motivate and teach computational thinking for women, led by students of Science and Technology at UFABC. METHOD : The methodology proposes three working branches: research (understanding the factors that discourage girls from the Computer Science course), outreach actions and teaching programming logic for women. RESULTS : Preliminary research revealed a female participation of less than 18% in all subjects of the course and a percentage lower than 15% of female graduates. The teaching actions had a total of 61 graduates. The events held (workshop and seminar) had about 80 participants. CONCLUSION : The actions of research, teaching, extension and dissemination of this project managed to engage more than 200 women and contemplate the interests of the internal and external community to UFABC. As future work, the initiatives will be extended to high schools in the region. The methodology should be consolidated and applied at the institutional level to include other STEM courses at UFABC.
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Alcântara, Maria Do Carmo de Oliveira, Gannabathula Sree Vani, Ana Aparecida da Silva Almeida, and Cecilia Nahomi Kawagoe Suda. "Compostagem e educação ambiental: visão da comunidade escolar avaliada pelo método da análise de conteúdo." Ambiente e Agua - An Interdisciplinary Journal of Applied Science 11, no. 5 (December 10, 2016): 1136. http://dx.doi.org/10.4136/ambi-agua.1901.
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One of the major environmental problems today is the large quantity of residues produced daily. In the elementary and secondary schools, Tenente Rêgo Barros (ETRB), in the city of Belém (PA), about 3 tons of dry material are produced each semester in the schools’ green spaces. To dispose of this material in an environmentally friendly manner and to educate the pupils about environmental responsibility, an interdisciplinary and transversal project has been developed. The project uses composting as a method of environmental education and meaningful learning. This work aims to analyse the interests of pedagogical advisors, teachers, school employees and the parents of ETRB students, to examine the degree to which academic staff are involved. The study used two instruments to collect the data, a questionnaire and a freehand drawing subjected to content analysis. The results indicate that the community is in favor of the project but only 20% of the teachers could see the educative utility of the compost formation. About 70% of the school community saw the production of organic fertilizer as an end in itself and as a solution for the disposal of organic residue. Most of the faculty and employees saw the formation of compost as being restricted to a scientific subject. Hence, what is needed is a discussion by the teachers on the interdisciplinary and transversal nature of the compost formation to attain the objective of environmental education.
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Marziano, Valentina, Giorgio Guzzetta, Bruna Maria Rondinone, Fabio Boccuni, Flavia Riccardo, Antonino Bella, Piero Poletti, et al. "Retrospective analysis of the Italian exit strategy from COVID-19 lockdown." Proceedings of the National Academy of Sciences 118, no. 4 (January 7, 2021): e2019617118. http://dx.doi.org/10.1073/pnas.2019617118.
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After the national lockdown imposed on March 11, 2020, the Italian government has gradually resumed the suspended economic and social activities since May 4, while maintaining the closure of schools until September 14. We use a model of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) transmission to estimate the health impact of different exit strategies. The strategy adopted in Italy kept the reproduction number Rt at values close to one until the end of September, with marginal regional differences. Based on the estimated postlockdown transmissibility, reopening of workplaces in selected industrial activities might have had a minor impact on the transmissibility. Reopening educational levels in May up to secondary schools might have influenced SARS-CoV-2 transmissibility only marginally; however, including high schools might have resulted in a marked increase of the disease burden. Earlier reopening would have resulted in disproportionately higher hospitalization incidence. Given community contacts in September, we project a large second wave associated with school reopening in the fall.
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Vila, Sara, Raquel Gilar-Corbí, and Teresa Pozo-Rico. "Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century." International Journal of Environmental Research and Public Health 18, no. 10 (May 20, 2021): 5498. http://dx.doi.org/10.3390/ijerph18105498.
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In recent decades, efforts have been made to achieve a positive coexistence among adolescents in secondary schools and create a healthy environment to prepare them to face the present-day challenges. Therefore, this study highlights the educational purpose of improving emotional management and social skills as well as decreasing antisocial and criminal behaviour among secondary education students through an educational training programme. Accordingly, to verify the effectiveness of the project, a quasi-experimental design with a pre-test/post-test structure and a control group was adopted. To achieve this, a total of 141 Spanish secondary school students participated in this study and were randomly assigned to one of two experimental conditions. The first (experimental) group (n = 55) participated in the training programme; correspondingly, the second group (control) (n = 57) followed the usual mentoring activities planned for the entire educational centre. Of the total number of participants, 52.7% of the sample were men and 47.3% were women. The mean age of the participants was 13.01 years old (SD = 0.935). The results showed improvements in the environment with adequate training and the correct application of a programme involving emotional intelligence (EI) among secondary education students. Furthermore, a decrease in conflicts and enhanced relations between the members of the educational community was evidenced. Finally, the practical implications for improving coexistence in secondary schools are discussed.
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Durrant, Colin. "Towards a Model of Effective Communication: A Case for Structured Teaching of Conducting." British Journal of Music Education 11, no. 1 (March 1994): 57–76. http://dx.doi.org/10.1017/s0265051700002011.
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Recent teaching with PGCE secondary music students has revealed that conducting ensembles is a musical activity in which they have variable knowledge, skills and experience. It is a general expectation, nevertheless, that music teachers still conduct choral and instrumental ensembles as part of their job in schools, and some may also undertake such roles in the wider community. This paper seeks to identify from research literature aspects of effective conducting that warrant greater attention. This forms part of a research project which is exploring definitions of effective conducting and making an analysis and case for more structured teaching in this area within higher education.
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Holden, C. "Education for Citizenship: The Contribution of Social, Moral and Cultural Education." Citizenship, Social and Economics Education 3, no. 3 (September 1998): 141–50. http://dx.doi.org/10.2304/csee.1998.3.3.141.
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Education for citizenship will be a new subject for children in England and Wales from September 2000. It will be mandatory for all pupils in secondary schools from 2002 and recommended for pupils in primary schools. This curriculum will focus on social and moral education, which is well established in schools, and the newer aspects of community involvement and political literacy (QCA, 1998, 1999). The success of this innovation will depend on the extent to which schools are able to build on work currently undertaken in schools in social and moral education, whilst introducing the two new elements. We know little of what teachers think about these three aspects of education for citizenship, what parents want or indeed how children will respond. We also know little about the work that is currently done in schools in the name of social and moral education, the foundation of education for citizenship. This article sets out to review the various interpretations of education for citizenship, including that recommended by the Qualifications and Curriculum Authority, and to report on a small scale research project into teachers' current beliefs and practices in social and moral education. Discussion follows as to whether such practice is an adequate foundation for education for citizenship, and the implications for research and continuing professional development.
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Lapėnienė, Asta, and Dangira Lukšytė. "Networks for Problem Solving at Schools: Participants’ Perception of Changes in their Professional Practice." Pedagogika 115, no. 3 (September 10, 2014): 52–69. http://dx.doi.org/10.15823/p.2014.027.
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The article focuses on teachers’ perception of changes resulting from their participation in school networks aimed at professional development of teaching professionals.
Networks as an alternative form of professional development bring together the knowledge and skills of teachers across schools in order to promote shared learning through closer cooperation between schools.
A total of 643 teachers from 119 Lithuanian schools of general education participating in the nationwide project “Networks of Learning Schools” responded to a qualitative online survey. For the purpose of the research presented in this article a secondary analysis was performed using self-collected datasets from the primary research. Three datasets of qualitative data were combined for the purposes of amplified analysis.
The following conclusions can be drawn from the study. Teachers perceive their participation in professional networks as resulting in: 1) more active involvement in sharing professional knowledge both in networks inside the schools and in networks between the schools; 2) changes in learning culture, planning of teaching, achievement evaluation, collaboration between school community members, problem solving in school settings and educational research activities in school; 3) changes in student learning motivation and achievements, improved student skills in communication, problem solving, self-evaluation and learning to learn.
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Jones-Parkin, Tricia, Faith Thomas, Kelie Hess, and Aubrey Snyder. "Employment First and transition: Utah school-to-work initiative." Journal of Vocational Rehabilitation 54, no. 3 (May 19, 2021): 265–71. http://dx.doi.org/10.3233/jvr-211135.
Full textAbstract:
BACKGROUND: Utah’s School-to-Work Initiative is funded by a Partnerships in Integrated Employment Systems Change grant. Our project focuses on building school-level collaborative teams to support transitioning students with the most significant disabilities. Participating students complete work experiences and paid internships leading to permanent competitive integrated employment prior to exit. OBJECTIVE: By integrating two predictors for post-secondary employment, our framework implements customized employment to demonstrate Employment First for students with the most significant disabilities. METHODS: An advisory board evaluated applications and selected Utah secondary schools representing urban, suburban, and rural areas. We provide professional development on transition during biannual community of practice meetings. Subject matter experts provide technical assistance to collaborative teams on implementing customized employment. RESULTS: Eight school districts have collaborative teams that serve nine secondary schools. We braid funding from VR, Medicaid Waiver, and WIOA to support students with significant disabilities obtain competitive integrated employment. Students’ outcomes have been challenged by the lack of employment providers for customized employment, the turnover of staff in agencies, and the limited resources for English language learners. CONCLUSIONS: We have successfully braided funding and collaboratively support 82 students with significant disabilities and families to navigate the adult agency process.
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Burnett, Richard. "Mindfulness in Schools: Learning Lessons from the Adults, Secular and Buddhist." Buddhist Studies Review 28, no. 1 (July 8, 2011): 79–120. http://dx.doi.org/10.1558/bsrv.v28i1.79.
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This paper explores the adult mindfulness landscape, secular and Buddhist, in order to inform an approach to the teaching of mindfulness in secondary schools. The Introduction explains the background to the project and the significant overlap between secular and Buddhist practices. I explain what mindfulness is and highlight a number of important practical differences between the teaching of mindfulness in the adult world and in schools. ‘Balancing Calm and Insight’ looks at mindfulness through a lens infrequently explored in the therapeutic literature, and suggests that a slight shift in the centre of gravity towards Calm might be appropriate. ‘Defining Objectives’ considers how difficult it is to clearly articulate the objective of mindfulness in schools given a new context in which it functions as neither clinical application nor spiritual practice. A range of alternatives is considered. ‘Building a Scaffolding’ explains the importance of context in both Buddhist and secular practice. To succeed, mindfulness should be nested within a broader framework of understanding, or what Kabat-Zinn calls a ‘scaffolding’. I suggest that perhaps the best ‘scaffolding’ for mindfulness in schools is its sense of possibility. ‘Ethics and Community’ describes how ethics are more important in secular mindfulness than they at first appear. The shape ethics might take in a school context is considered, then an assessment of the role of the teacher and what equivalent there might be for what Buddhists call sa?gha, or Community.
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Fluza Asorey, María José, and Silvia Sierra Martínez. "UN CAMINO PARA FACILITAR LAS TRANSICIONES EDUCATIVAS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 109. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.487.
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Abstract:A WAY TO FACILITATING EDUCATIONAL TRANSITIONSThis communication is based on the Research Project “Schools moving towards educational inclusion: working with the local community, students’ voices and educational support for promoting change”, developed in A Estrada (Pontevedra, Spain). The aim of this project is to promote inclusive educational processes, articulated on a gradual basis from the educational centres to the local community1. Development of the project is expected to progress in an inter-dependent manner, in three areas of action: intra-school, inter-schools and inter-services. In this work, we take a more indepth look at one of the studies initially conducted at inter-schools level. This is a participatory study on the Educational Transitions in A Estrada, carried out with the collaboration of teachers in Infants, Primary and Secondary Education besides students, families and the local community through different activities. Analysis is made of the information contributed by teachers at the nine educational centres regarding the different types of educational Transitions. Results are presented around three points of interest – concerns and fears expressed by the teaching staff in terms of the different educational transitions; actions to deal with these moments of change; and proposals for improvement put forward in order to facilitate such processes.Keywords: Inclusive education; Community-Oriented schools; Educational transition. Resumen:Esta comunicación está basada en el Proyecto de investigación “Escuelas que caminan hacia la inclusión educativa: trabajar con la comunidad local para promover el cambio” desarrollado en A Estrada (Pontevedra). El proyecto tiene como meta promover procesos educativos inclusivos, articulados de manera progresiva desde los centros educativos hasta la comunidad local.2En su desarrollo supone avanzar de forma interdependiente en tres ámbitos de intervención: intra-escuela, inter-centros e inter-servicios. En este trabajo, profundizamos en uno de los estudios realizado inicialmente en el nivel inter-centros. Se trata de un estudio participativo sobre las Transiciones educativas en A Estrada que contó con la colaboración de docentes de Educación Infantil, Primaria y Secundaria; alumnado; familias y comunidad local a través de diferentes actividades. Aquí se analiza la información aportada por los docentes de nueve centros sobre los diferentes tipos de Transiciones educativas. Los resultados se presentan en torno a tres focos de interés: preocupaciones y miedos manifestados por el profesorado ante las distintas transiciones educativas; actuaciones para afrontar esos momentos de cambio; y propuestas de mejora planteadas para facilitar dichos procesos.Palabras clave: Educación inclusiva; Escuelas con orientación comunitaria; Transiciones educativas.