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Artigos de revistas sobre o assunto "High school students – social conditions – fiction"
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Bataeva, Ekaterina, Iryna Sierykova e Yelyzaveta Streltsyna. "Practices of Ukrainian high school students in reading fiction in the society of electronic mass media". Sociology: Theory, Methods, Marketing, n.º 1 (março de 2024): 170–86. http://dx.doi.org/10.15407/sociology2024.01.170.
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The article reveals the peculiarities of reading practices of Ukrainian high school students in comparison with the practices of using visual electronic media, and also finds out whether there is a correspondence between the genre preferences of high school students and the actual genre content of the school curriculum in Ukrainian and foreign literature. It is noted that, in Western sociology, considerable attention is paid to the study of the process of formation of reading skills in pre-school and school-age children, which significantly affects their overall academic performance. The empirical part of the article is based on the results of a study conducted in September-October 2023 using the method of in-depth semi-structured interviews with ten Ukrainian high school students. It is emphasized that the participants of the study ranked social media or movies in the first place in the rating of genres, while literature was ranked second or third, and video games were more often ranked fourth. It is noted that the attitude of high school students towards literature changes in adolescence; they begin to value reading practices that are not controlled from the outside, but chosen independently for self-improvement. It is emphasized that the favorite literary genres of Ukrainian high school students are science fiction, fantasy, thrillers, detective stories, and romance novels. The results of the content analysis of school textbooks of Ukrainian and foreign literature for 10th and 11th grades revealed the absence of literary works of the genres preferred by high school students. It is concluded that it is necessary to reform school programs of Ukrainian and foreign literature in order to make them more consistent with the literary genre preferences of Ukrainian high school students. The genre attractiveness of the school literature curriculum can become a powerful “pull” factor for students compared to the “push” influence of social networks and electronic media.
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Evmenova, Anya S., Heidi J. Graff e Michael M. Behrmann. "Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos". Focus on Autism and Other Developmental Disabilities 32, n.º 1 (26 de julho de 2016): 18–30. http://dx.doi.org/10.1177/1088357615609307.
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There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed.
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Jordan, Will J., e Robert Cooper. "High School Reform And Black Male Students". Urban Education 38, n.º 2 (março de 2003): 196–216. http://dx.doi.org/10.1177/0042085902250485.
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An infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black male students. Despite efforts to reform ineffective schools and foster academic achievement for all students, there continues to be a lingering gap between affluent and poor as well as White and Black subgroups. This article explores the complexities of these issues. The authors examine the negative effects of intractable social barriers such as poverty and ineffective schooling. They suggest that currents trends reflect responsible approaches to reform but that the potential role of Black teachers has not been fully explored.
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Widiyani, Ajeng Ayushi, e Ajeng Ayushi Widiyani. "Overview of School Well-Being in Students with High Academic Achievement in Featured High School". International Journal of Multicultural and Multireligious Understanding 6, n.º 6 (19 de dezembro de 2019): 256. http://dx.doi.org/10.18415/ijmmu.v6i6.1217.
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The objective of this study is to look at the condition of school well-being in students who have high academic achievement and attend featured schools. The composition and learning style of students in featured high schools is different from other schools, because students who have high academic achievement usually have a high desire to learn. In addition, these students are in a learning environment with good academic grades and high achievement competition. Then, there is a condition where other students have the opportunity to take part in a championship or an Olympic. However, it will be a pressure when a student who usually participates in the activity is not given the opportunity to participate. This study uses qualitative method with case study research design. Researchers collected data from four students who had high academic achievement in top schools with different background in life. The general conclusion of this study is that students with high academic achievement in excellent schools may not necessarily have a good school. Moreover, the description of each subject shows varied results. This study examines the dimensions of having (school conditions), loving (social relations), being (self-fulfillment), and health (health conditions). Through the implementation of this study, researcher expects that the welfare of all students will get more attention.
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Saudabayeva, G. S., e A. D. Toleukhanova. "SCIENTIFIC BASIS FOR THE FORMATION OF SOCIAL COMPETENCE OF HIGH SCHOOL STUDENTS". BULLETIN Series of Pedagogical Sciences 67, n.º 3 (30 de setembro de 2020): 123–28. http://dx.doi.org/10.51889/2020-3.1728-5496.16.
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The article deals with the need to study the high level of social competence of high school students in modern conditions and new methodological approaches to the study of social problems. Of particular importance in the education system is the issue of studying the experience of implementing the social competence of high school students. The article analyzes the main theoretical approaches in scientific research on the social competence of high school students in the context of cultural and national values. An excursion into the history of problems of social competence of high school students was conducted. Based on the analysis of scientific research by Russian and domestic scientists, it was decided to determine the main methodological approaches to the social competence of high school students. When considering this issue, it is necessary to pay special attention to the historical, cultural and spiritual values of the ethnic group, along with modern socio-cultural realities.There is an urgent need for an interdisciplinary study of the problems of social competence of high school students.
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Staubs, Melinda Odom. "Notable Trade Book Lesson Plan Rudy Rides the Rails: A Depression Era Story by Dandi Daley Mackall". Social Studies Research and Practice 4, n.º 2 (1 de julho de 2009): 112–20. http://dx.doi.org/10.1108/ssrp-02-2009-b0011.
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This technology-infused lesson uses the historical fiction book, Rudy Rides the Rails, which is based on the real “Ramblin’ Rudy” who rode in railroad cars searching for work during the Great Depression. Instructional development focuses on students working collaboratively as they investigate how economic factors directly affect living conditions. This lesson incorporates history and basic economic concepts that allow students to understand how global and national conditions affect the lives of people, not only in the past but also currently. This lesson is designed for students in the middle grades but can easily be adapted for high school students.
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Kasyanova, T. I., A. V. Maltsev e D. V. Shkurin. "HIGH SCHOOL STUDENTS’ PROFESSIONAL SELFDETERMINATION AS A SOCIAL PROBLEM". Education and science journal 20, n.º 7 (17 de setembro de 2018): 168–87. http://dx.doi.org/10.17853/1994-5639-2018-7-168-187.
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Introduction. Nowadays, professional self-determination is recognized to be a significant component of education. In a rapidly changing post-industrial society, professional self-determination turns into the continuous process of forming the professional trajectory by the individual based on the available personal opportunities and requirements. To enhance the effectiveness of this process, a person who is going to enter adulthood needs assistance not only in the choice of profession, but also in search of resources for development and implementation of own educational and professional scenario which is adequate to modern realities and challenges, as well as training in independent use of these resources. In this regard, one of the main priorities of schools is to provide support to students in their professional self-determination and the help in stage-by-stage making decisions on continuation of education and further professionalization.The aimof the present research is an assessment of the state of psycho-pedagogical support for the professional self-determination of students in a modern Russian public school.Methodology and research methods. The methodological framework was the set of competency-based, practice-focused and subject approaches with the position that professional self-determination is a cross-disciplinary continuous social phenomenon. A theoretical part of the research was “The concept of maintenance of professional self-determination of students in the conditions of continuing education”. Face-to-face and online questionnaires of teachers and parents were the leading methods of a practical part of the research. The Vortex program was used to process the data obtained using methods of mathematical statistics.Results and scientific novelty. The system of school education does not cope with the vocational-oriented education duty. Based on the review of scientific and sociological sources, the authors identified the problems which do not allow optimizing vocational-oriented work at school level. The authors examined the opinions of teachers and parents of Yekaterinburg school students. The questions dealt with the process of organizing the assistance for professional self-determination of children and teenagers, and the degree of respondents’ participation in this process. The authors concluded that most of teachers and parents suggest that vocational-oriented events should be held regularly since the 7–8th grades. The overwhelming number of respondents believe that acquisition of knowledge about the world of the professions and skills is additional, but it can be involved into the study load for the fullest self-realization of a child in the future. From the point of view of parents, the most popular professions among school students were revealed and ranged. The respondents’ estimates of a contribution to professional selfdetermination of pupils of additional professional education, socially useful labour and volunteering were analyzed. Factors and prerequisites of effective vocationaloriented work were highlighted. In particular, vocational-oriented work can be successful only in case parents of students are engaged members of the process. Practical significance.The materials, conclusions and recommendations of the research can be used to enhance vocational-oriented work among teenagers and students.
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Sutton, Katie, Abigail D. Grafmeyer e Daniel Reynolds. "The Beam in Our Own Eyes: Antiracism and YA Literature Through a Catholic Lens". Journal of Catholic Education 26, n.º 1 (abril de 2023): 102–18. http://dx.doi.org/10.15365/joce.2601062023.
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As Catholic schools serve an increasingly racially diverse population of students, they must grapple with the critical requirement to address these students’ unique needs while heeding the call from modern Catholic Church leaders to engage in explicit antiracist action. Using the Historically Responsive Literacy Framework (HRL), this article equips Catholic high school English language arts (ELA) teachers with practical and powerful ways to create antiracist curriculum. To do this effectively, we place antiracist Young Adult (YA) literature (both fiction and nonfiction) in conversation with Catholic canonical texts and modern voices from Catholic clergy members. By connecting with students’ complex identities and creating authentic antiracist learning experiences, Catholic high school ELA teachers can better prepare their students to use both their knowledge and criticality of Catholic social teachings and their individual identities to combat racism.
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Sukma, Leila Dwi Adzani, Rahmad Wijaya e Baroya Mila Shanty. "Improving the Quality of Services In Junior High School 1 Malang". Jamanika (Jurnal Manajemen Bisnis dan Kewirausahaan) 1, n.º 3 (30 de setembro de 2021): 208–17. http://dx.doi.org/10.22219/jamanika.v1i3.17079.
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This study aims to determine which services need to be improved so that the number of new students increases. Using 5 research variables, namely tangible, reliability, responsiveness, assurance and empathy with the Quality Function Deployment (QFD) method approach which will produce a House of Quality matrix, a total of 12 service attributes need to be improved. After knowing the 12 service attributes that must be improved, the researcher conducted an interview with the Principal of JHS Muhammadiyah 1 Malang, so that eight technical responses were obtained, namely conducting discipline and character training for teachers, adding additional equipment, namely main textbooks, rulers, markers, erasers and attendance books. class, holding disciplinary training and human resource relations to staff, installing CCTV in the school area, namely in front of the teacher's room, each class and where students pass by (sports fields, bicycle / motorbike parking lots, and gazebos), adding gazebos and Wi-Fi in the school area then adding fiction story books in the library, adding school facilities such as toilets, improving school layouts so that the distance between classrooms and canteens, laboratories and libraries is close and maximizing social media such as Instagram, Facebook, and the school website in school promotion.
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Nurishov, Darmenbay. "Pedagogical conditions of education of ecological culture in high school students". Общество и инновации 4, n.º 3 (10 de junho de 2023): 73–79. http://dx.doi.org/10.47689/2181-1415-vol4-iss3-pp73-79.
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The article describes the pedagogical conditions of education on ecological culture in high school students. This research article focuses on the pedagogical conditions required for the education of ecological culture in high school students. The study employed a mixed-methods approach, including a literature review, a survey, and interviews with teachers and students. The study found that there are several pedagogical conditions necessary for the effective education of ecological culture in high school students, including the use of interactive teaching methods, practical tasks and projects, interdisciplinary and integrated approaches, and the integration of modern technology and social media in teaching and learning. The study also highlights the importance of teachers' professional development, the involvement of parents and local community, and the creation of a positive and supportive learning environment.
Teses / dissertações sobre o assunto "High school students – social conditions – fiction"
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Nesengani, Ralintho Isaac. "Father-absence and the academic achievement of high school students". Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/18319.
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Father-absence, whether it be in the context of short duration or total absence, tends to provide inadequacies in the child's interaction with his/her father, leading to accompanying debilitating effects on cognitive functioning (Sutton-Smith et al, 1986). In view of the South African context father-absence economically sanctioned through migrant labour amongst Africans, manifests itself during the formative years of children's lives. For this reason this study investigates the association between migrant father-absence and children's levels of high school academic achievement. The sample of matched father-absent and -present working class children was acquired from 39 schools under the Venda State department of Education. HSRC's standardised Scholastic Achievement Test (SAT) biology, English second language, and mathematics were used as data gathering instruments. 276 father-absent and -present high school (Std 10) students data was analysed. Analysis of variance (ANOVA) was used to establish how academic achievement among students varies by family patterns and gender. Differences established between family patterns and gender on SAT raw scores of the Total Battery, mathematics, English second language and biology are reported separately. The results of the study seem to suggest that father-absence has some remarkable deleterious effects upon scholastic achievement, apparently depending upon the type of skill tested. Furthermore, another significant finding indicated among these working class African children is that father-presence tends to benefit males more than females, while father-absence detrimentally affects females more than their male counterparts.
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Brown, Kevin L. "A comparison of social competencies among high school students referred for disciplinary action and nonreferred peers". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344197.
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Early identification of high school students at-risk for antisocial behavior and school failure is critical to reducing the number punitive consequences they may experience, as well as for lowering referral rates to special education. The identification of characteristics that are common to students accumulating disciplinary referrals for chronic or acute behavior problems can be valuable for targeting the needs of these students and developing proactive intervention strategies. Typical approaches employ deficit-based measures which describe behaviors that are regarded as problems to be eliminated or reduced, but which seldom provide guidance to teachers on how to achieve that result. This study used the Behavioral Objective Sequence (BOS) (Braaten, 1998) a strength-based instrument, to examine the attributes of students in an urban high school who had been referred the Character Development Center (CDC), an out-of-classroom disciplinary intervention.The BOS provides a criterion referenced assessment of behavioral competencies which can subsequently be used by educators to develop instructional interventions that are directly related to skill deficiencies. A Likert type rating scale method was used to assess students' demonstration the BOS skills or behavioral/social competencies.Data were collected on 99 students who had been referred to CDC one or more times and 37 randomly selected peers who had never been referred. BOS scores were obtained from the classroom teachers who had made the student referrals to CDC and the nonreferred students. One-way ANOVAs and independent t-tests were computed to test for differences in the mean scores on the six BOS subscales. Students who were referred for disciplinary intervention scored significantly lower on all subscales. ANOVA tests for significant interactions between rater and student demographic attributes were all non significant indicating that the results were not influenced by characteristics such as gender, ethnicity, or social economic status.The results support the findings of previous studies that indicate use of skill-based BOS scores can identify students who are a high risk for disciplinary intervention. This approach offers educators an assessment instrument that can assist with early identification by proactively targeting skills that need to be taught and reinforced rather than reliance on consequences for misconduct.Department of Special Education
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Nigg, Catherine Michele. "Understanding conditions leading to high school success as identified by urban Georgia at risk students". Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2007/catherine_m_nigg/Nigg_Catherine_M_200808_Edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Mary Jackson. ETD. Includes bibliographical references (p. 82-88) and appendices.
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MERCADO, CANDIDO ANTONIO. "EDUCATIONAL EXPECTATIONS AND ATTAINMENTS OF PUERTO RICAN HIGH SCHOOL SENIORS IN THE UNITED STATES (SOCIAL MOBILITY, PATH ANALYSIS)". Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183898.
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The study was concerned with the testing of a modified causal model of college anticipation and attendance for a nationwide sample of Puerto-Rican and Mexican-American high-school seniors. The key problem of this study was defined on the basis of two fundamental criteria. The first states that social-structural and social-psychological components of sociological theory can provide basic information needed to comprehend the educational aspirations and achievement behaviors of Hispanic youth in the United States. The second theoretical tenet of this study was that the logic of the modified Wisconsin Model of status attainment can be understood as a common process that applies to all sectors of the American system of stratification and mobility. The data used in this study were extracted from the High School and Beyond: A National Longitudinal Study for the 1980s (HSB) and its First Follow-Up. Path coefficients associated with the direct and indirect effects were used in attempting to explain the variance in postsecondary educational plans and attainments of the subjects. A summary of the most significant findings, using the aforementioned data follows. The analysis of the educational attainments for the two ethnic group subsamples shows no statistically significant difference when the two samples are classified by gender. The recursive causal model used in this analysis is not completely successful in explaining the variance in the dependent variables (postsecondary educational plans and attainments) of both Mexican-American and Puerto-Rican high-school seniors. As a result, only about one-fourth of the degree of change in postsecondary educational plans and less than one-half of the variability in the level of educational attainments are accounted for by the antecedent variables. Present results reduce the impact of some of the social-psychological intervening variables on the level of educational plans of Hispanic adolescents. On the other hand, the role of objective variables (academic achievement and socioeconomic status is magnified. The influence of some of the objective variables on the process of educational attainment is also noticeable.
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Andriot, Angie L. "Adolescent crowd affiliations and the perceived ingroup homogeneity effect". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1337186.
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The social structure of high schools is characterized by a hierarchy of various groups to which adolescents can identify. These crowds provide reputation-based identities which are particularly salient among adolescents. Although research has provided information regarding crowd structure, less is known about effects of membership. An adolescent's crowd membership can be an important source of social identity and positive self-esteem. Social identity theory is useful in explaining this process by describing how people's psychological motivations interact with their understanding of a social situation to influence cognition. For members of low-status groups, affiliation does not readily provide a source of positive social identity. Therefore, individuals use identity-maintenance strategies to maintain self-image. In this study, I explore perceptions of ingroup homogeneity as an identity-maintenance strategy within adolescent crowds. I also examine whether membership in the more stable racial and gender categories influence the use of homogeneity perceptions in identity management. My findings indicate that membership in one group influences cognition regarding membership in a group with an entirely different social structure.Department of Sociology
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Koalepe, Leshodu James. "Determinants of school success in the disadvantaged communities : managerial implications for principals of high poverty schools". Thesis, Welkom: University of Technology, Free State, 2013. http://hdl.handle.net/11462/227.
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Thesis (M. Ed. (Education Management)) - Central University of Technology, Free State, 2013The study focuses on the challenges facing principals of high-poverty schools in the Lejweleputswa Education District in the Free State. This study moreover deals with the strategies employed by principals of high-poverty school in addressing these challenges. It further profiles the leadership qualities as exhibited by the principals of high-performing, high-poverty schools. An in-depth literature review which covered typical problems faced by such schools and the leadership styles generally employed when managing them, was conducted. An empirical investigation using a qualitative research design was conducted and data was gathered through interviews with the principals and focus group discussions with teachers of the five selected schools. In the final analysis, findings and recommendations were made to officials in the Department of Education, teachers and the principals of high-poverty schools on how to confront challenges in the disadvantaged communities while at the same time moving towards maintaining academic excellence.
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Mackin, Freeman Daniel. "An Investigation of the Impact of High School Student Fine Arts Course Accumulation on Mathematics Course Achievement". PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5041.
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Science, technology, engineering, and mathematics (STEM) educational achievement is vital to economic competitiveness in the United States and abroad. Despite a concerted effort, the US lags well behind many similarly developed nations. Research suggests that the integration of fine arts education into traditional STEM curriculum (STEAM) boosts academic achievement in STEM subjects and closes gaps between low- and high-socioeconomic status students. Justifications for STEAM programs are based, however, on the unexamined assumption, for one, that fine arts courses instill creative and critical thinking skills that can be transferred to STEM subjects. The present study explores the impact of taking fine arts courses on mathematics achievement in high school. Using the High School Longitudinal Study of 2009 and multi-level regression modeling, this study provides evidence that credit accumulation in fine arts courses relates positively to advancing past Algebra II in high school. Additionally, this estimated impact is much greater in magnitude for low-SES students than for their high-SES peers.
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黃素琴 e So-Kam Sally Wong. "An investigation of the relationship between socio-economic status andparental influence towards physical activity patterns in Hong Kongsecondary school students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963286.
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Mo, Kit-ling Pauline, e 毛潔玲. "Socio-economic status, schooling experience and academic performance: a study of students of low socio-economicstatus in six local schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31208332.
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Gibson, Greg. "School Resource Allocation in Texas Public Schools: Study of High-Poverty, High Performing Schools and High-Poverty, Low Performing Schools". Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9927/.
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The purpose of this study was to examine the relationship between resource allocation practices in specific categorical functions and student performance in reading and math. This study utilized quantitative research methods to study the effects of spending and performance over four years of analysis. Quantitative data was acquired utilizing information from the Texas Education Agency. The data was collected from 81 campuses and represented over 1,500 students. The study's outcomes reported that little or no correlation could be found between inputs (dollars spent in three categories) and outputs (student results in reading and math). However, subgroup analysis revealed that students from non- low socioeconomic (SES) households started out higher than their low SES counterparts, and low SES students performed worse over time in both reading and math. Math results decreased more dramatically than reading indicating a need for school-level training in data analysis to ensure that limited dollars are spent appropriately. The study recommends that principals and school administrators be especially knowledgeable in critical data analysis skills. The study further recommends that state policy-makers invest more heavily in early math instruction. In addition, the current study found that student achievement, in low-SES students, especially in mathematics is very alarming. Low SES students are starting out behind the non low-SES counterparts and perform progressively worse over time. State policy makers must address these concerns.
Livros sobre o assunto "High school students – social conditions – fiction"
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Onda, Riku. Rokubanme no Sayoko. Tōkyō: Shinchōsha, 2001.
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Andrews, V. C. Delia's heart. New York: Pocket Books, 2009.
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Andrews, V. C. Delia's heart. Waterville, Me: Thorndike Press, 2009.
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Andrews, V. C. Delia's geluk. Baarn: De Kern, 2009.
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Andrews, V. C. Delia's heart. Waterville, Me: Thorndike Press, 2009.
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Chbosky, Stephen. The Perks of Being a Wallflower. London: Pocket Books, 2009.
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Chbosky, Stephen. Las ventajas de ser invisible. México D.F., México: Alfaguara, 2014.
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Chbosky, Stephen. The Perks of Being a Wallflower. London: Simon & Schuster, 2012.
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Chbosky, Stephen. Le monde de Charlie. Paris: Editions SARBACANE, 2012.
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Chbosky, Stephen. The Perks of Being a Wallflower. 6a ed. New York: MTV Books, 2012.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "High school students – social conditions – fiction"
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Nicolau, Lurdes. "Roma at School: A Look at the Past and the Present. The Case of Portugal". In Social and Economic Vulnerability of Roma People, 153–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.
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AbstractThe schooling process has become more widespread among the Portuguese Roma population since 1974, with the end of the Estado Novo dictatorship and the establishment of democracy. Nevertheless, the Roma nomadism or semi-nomadism, financial shortcomings and the absence of social/cultural/family stimuli are some of the reasons that explain their low school attendance rates. Only in the last decades has such attendance increased, as a result of the implementation of several public policies, particularly of the Social Integration Income. This social policy, implemented in 1996, introduced important changes in this population, especially in areas such as schooling, personal hygiene, housing, health, or sedentism.Recent research has shown an increase in the educational level of the Roma population, but school dropouts and failure remain high. This tendency was also studied in the northeast of Portugal, in a PhD thesis about the relationships between the Roma and school. In the present research work, a qualitative methodology was adopted, using direct and participant observation, as well as interviews to some Roma parents and non-Roma teachers. Both groups emphasize the main difficulties of Roma children at school.The conclusions show that several factors affect these students’ schooling nowadays, especially poor housing conditions, parents’ illiteracy or low schooling, lack of daily study monitoring at home, absence of models in their environment, non-attendance of pre-school, and discrimination against them.
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Etim, James Sunday. "Improving Access and Educational Equity". In Handbook of Research on Solutions for Equity and Social Justice in Education, 1–18. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-7998-9678-4.ch001.
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Many economically disadvantaged and minority students are in low performing or failing schools. These poor and failing conditions has undermined the goal of ensuring equal education opportunity for all learners, a hallmark of the educational system. This chapter considered several research questions related to student performance and school suspensions. Several data sources, including data from the National Center for Education Statistics and the North Carolina Department of Instructions Schools Report Card, were used in the study. Data showed that two minority groups, Black and Hispanic, are not performing as high as the White and Asian race/ethnicity in the areas of English and Mathematics in Grade 8, that a disproportionate percentage of students who are Black received out of school suspensions, and low percentages of Black and Hispanic students were enrolled in academically gifted and talented programs when compared to White and Asian students. Based on these findings, suggestions were made to improve the situation and to improve access and educational equity.
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Fein, Elizabeth. "Innocent Machines". In Living on the Spectrum, 83–107. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479864355.003.0004.
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Drawing on school-based ethnography in classrooms serving students with Asperger’s syndrome and related autism spectrum conditions in a district on the East Coast of the United States, this chapter analyzes how the meanings of these conditions are defined, negotiated, and deployed in consequential ways in contexts of everyday practice. The chapter begins by tracing schisms between “developmental disability” and “mental illness.” Through what Ian Hacking calls a “looping effect of human kinds,” students diagnosed with Asperger’s syndrome and related developmental disabilities come to exemplify a form of “brainhood,” a cerebral identity associated with replicable, quantified, and high-tech brain science. This schema is contrasted with local understandings of students classified with emotional or behavioral disturbance as changeable, morally culpable, and interpersonally engaged—thus exemplifying theories of mental illness as rooted in fluid brain chemistry and family dysfunction. The association of students with Asperger’s syndrome with a brain science seen as value-producing, mechanistic, and estranged from sociality wins them both a protected space and scarce material resources; however, this vision of Asperger’s students as “innocent machines” cannot effectively conceptualize the moral agency of their robustly social lives.
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Esquivel, Mariana I. Vergara, Clare Parks, Adriana Reyes, Susan Tirhi e Mariana I. Tamariz. "Problem Solving and Leadership Individual and Organizational Motivation Affected by Stress". In Encyclopedia of Strategic Leadership and Management, 526–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch037.
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We are proposing implementing MIA through Diffusion Theory and MATCH Program Planning. Using a social ecological perspective, personal health behavior is influenced by an individual's thoughts and their relationships with others, their affiliation with organizations, their location within communities, and their connection with their culture (Simons-Morton, McLeroy, & Wendel, 2012). Multiple Approaches to Community Health (MATCH) is a socio-ecologic planning model that will guide the development and implementation of Mindfulness into Action (MIA) practices to address the personal health behaviors and environmental conditions of high school students living in low-income neighborhoods in New York City. Diffusion Theory (Rogers, 2003) will be employed in the development, implementation, evaluation, and dissemination of the program. As such, we are using an organizational learning technique by implementing MIA (chapter 31) (Vergara, 2016c) with high school students. As participants identify their unknown behaviors, we are planning to collect data regarding the changes in discipline incidents, bullying, and attendance between before and after the implementation of the Mindfulness into Action Initiative in the schools.
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Pilipenko, Andrey Igorevich. "Education and Theory of Psychological and Cognitive Barriers". In Social, Economic, and Environmental Impacts Between Sustainable Financial Systems and Financial Markets, 231–60. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1033-9.ch011.
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The author identifies the psychological and cognitive barriers (PCBs) in the students' consciousness in schooling as the very important factor of the contemporary education system crisis. Focusing on the unresolved “how to learn” problem, the author reveals the essence of PCBs, their causes, and models for overcoming them. At the same time, the main attention is paid to the social aspect of insurmountable PCBs at school. It is about the education failure of schoolchildren, which predetermines their life and professional failure. And this, in turn, predetermines their negative value orientation in social exchange. As a result, the society receives a low-quality educational component of human capital, which is less and less in demand on the labor market due to the technological challenges of the future. The PCBs overcoming creates conditions for the success of schoolchildren as future carriers of high-quality human capital, able to ensure stable economic growth thanks to the activities of highly educated and intellectually autonomous professionals.
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Kravchenko, I., e V. Smikal. "TECHNOLOGIES OF INDIVIDUALIZATION OF LEARNING IN PEDAGOGICAL MASTER’S DEGREE PROGRAMME". In Pedagogical concept and its features, social work and linguology (1st ed.), 48–64. Primedia eLaunch LLC, 2020. http://dx.doi.org/10.36074/pcaifswal.ed-1.05.
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Different perspectives of the scientists towards content, structure, forms, conditions for efficiency of individualizaion of learning as well as approaches to definitions of tutor, tutorship, tutor technology have been consolidated. In particular it is emphasized that thanks to individualization of learning such important qualities as self-dependence, proactivity, creativity, self-confidence, dedication, research-like style of activities are developed and shaped. Introduction of learning individualizaion technologies in high school education process helps saving time, provides additional opportunities for transition from traditional learning programme to individual self-education without extra burden on students; it encourages gaining necessary professional experience, development of individual style of learning activities; encourages strengthening of individual approaches in acquiring professional knowlege, skills, competencies as well as developing creativity; it also boosts intellectual development of future lecturers, establisment of subject-subject relationship between lecturers and students. Use of tutorship technologies is one of possible ways to implement learning individualization of students. Tutorship as a pedagogical technology meets performance requirements such as (conceptual importance, systemic approach, ability for reproduction, manageability, efficiency, algorithmic presentation, design). Tutorship technology implementation consists of four stages (preparatory and logistical stage; development of tutor’s individual learning programme on a given subject; tutor’s support per se; and completion stage) and does not foresee a separate post of a tutor as tutor’s functions in this case are fulfilled by a lecturer (lecturer-tutor). In such model of pedagogical activities tutor’s support is limited in time and in learning content. Tutorship technology is an opportunity for implementation of the principle of individualizaion of student’s learning; subject-subject relationship between lecturers and students; it changes the role of lecturers who become lecturers-educators, moderators, coaches, facilitators, instructors, mentors, partners, i.e. tutors.
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Pavlova, Nаtaliia. "PROFESSIONAL TRAINING OF COMPUTER SCIENCE TEACHERS IN THE CONTEXT OF METHODOLOGICAL APPROACHES". In The scientific paradigm in the context of technological development and social change. Publishing House “Baltija Publishing”, 2023. http://dx.doi.org/10.30525/978-9934-26-297-5-34.
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Fast progresses of information and communicative technologies, dynamic changes in computer science as a school subject are changing the requirements to computer science teacher’s competencies. According to this fact the issues of their qualitative professional training in higher educational institution are up-to-date where the aim and the content of the higher education should be appropriate to modern challenges. The study analyzes procedural and content aspects of methodological focuses of professional preparation of computer science teachers’ basing on the example of competence approach and its unity with such approaches as acmeological, axiological, integrative, activity-oriented, person-oriented, technological, synergistic, systemic ones. The aim of this studyis to characterize methodological focuses on the reformation of computer science teacher’s professional preparation, to research versatile application of scientific approaches in the process of forming teacher’s general and professional competences. In paper methodology it has been used theoretical and empirical methods: issue research analysis; synthesis of scientific and methodological ideas towards the use of methodological approaches; summing up the own experience of professional activity towards the research issues; students’ surveys and research results interpretation; materials systematization. The results are presented with the justification that mentioned methodological approaches complement each other harmoniously combining positive experience and modern educational innovations, judiciously organizing the joint activities of participants in the educational process. Mentioned approaches should be implemented synchronically during the studying of the subjects’ content of general and professional section, having pedagogical practices, realizing research activity that is required with educational and professional program of Secondary education (computer science). In the same time, the author defines the most important "personal factor": revealing, considering and development of student’s individual characteristics as a subject of studying, their objective and subjective motivation and the readiness to professional preparation. The study highlights the triune functioning of methodological approaches in pedagogues’ professional preparation: as scientific phenomena that predict, research and describe the most appropriate procedures of studying; as a system of ways, principles and prescriptions used in real educational process; as the objects to research in the subjects of pedagogical content with the aim of their following use in the own pedagogical activity by the future teachers. On the other hand, educational process needs the development of special surrounding where it has been outlined the activity of that one who teaches and the activity of that one who studies and under those conditions, as the author thinks, mentioned approaches should be interpreted both from the position of an education seeker and from the position of a teacher. The results of the surveys have shown students’ high awareness towards the activity-oriented, person-oriented and technological approaches; low interest in synergistic, acmeological and axiological approaches; competence, systemic and integrative approaches are quite significant for the respondents. In general, the results of the study of theoretical and practical information and student surveys confirmed the need to use the studied approaches as methodological guidelines for professional training, their inter-complementarities, the combination of which is a significant step towards improving the quality of modern education. In addition, the study defines the prospects for the research dealing with the outlined issues.
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Fraser, Mark W., Jack M. Richman, Maeda J. Galinsky e Steven H. Day. "Step 3 and Step 4: From Refining Program Components to Testing Effectiveness". In Intervention Research, 105–32. Oxford University PressNew York, NY, 2009. http://dx.doi.org/10.1093/oso/9780195325492.003.0005.
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Abstract This chapter describes Steps 3 and 4 of the five-step intervention research process. Step 3 involves refining and confirming program components through efficacy testing. Step 4 focuses on effectiveness testing in which the effects of interventions are assessed in a variety of settings and circumstances. More broadly, this chapter tells the story of why we evaluate social interventions using the logic of experimentation; how to begin with small, inexpensive pilot tests to help refine program components; and how to expand the effort to conduct an efficacy test with high-quality implementation. We conclude by discussing the challenges of relaxing control over programs and testing effectiveness under routine practice conditions. One of the basic maxims of practice is the need to allocate scarce resources to their best use. That is the rationale for trying to understand the value of social and health interventions before committing resources to one program over another. In a curious way, we found this competition for resources in our work as we developed the Making Choices program for elementary schools. School principals and teachers whom we approached were interested in new methods to prevent aggressive behavior, especially teasing and bullying. In most cases, the classroom management techniques they used were not working well and some children repeatedly disrupted class despite behavior contracts, consistent consequences, and trips to the assistant principal’s office. At the same time, principals and teachers (and our research team) also viewed class time as a scarce resource with many competing uses. As stakeholders in the education of the students, teachers wanted to know what types of outcomes they could expect from the Making Choices program—Were they likely to see reductions in social aggression and classroom disruptions? Should they expect to see improved class communication and dynamics? Moreover, the teachers also had questions about how much effort they would have to invest in the program: how much time out of the thirty-hour school week “budget” would a teacher spend on in-service training, how much time lecturing on new concepts, how much time for in-class activities and homework, how much out-of-class preparation time would Making Choices require each week? To address these concerns, the intervention team undertook a series of studies intended to refine program components and improve fit with the practice setting (in this case, the classroom).
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Voloshyna, Oksana. "FORMATION OF INFORMATION AND COMMUNICATIVE COMPETENCE OF FUTURE AGRARIAN SPECIALISTS IN HIGHER EDUCATION INSTITUTIONS". In Theoretical and practical aspects of the development of modern scientific research. Publishing House “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-195-4-25.
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Nowadays, Ukraine’s education system is experiencing global changes that require innovative approaches to the management of educational institutions. In addition, modern requirements for the management of educational institutions, the quality of the education system require a high level of professionalism from all participants of the educational process, especially future specialists. Current social processes taking place in our country have caused an urgent need to increase the level of information and communication competence of future specialists in agriculture, education and pedagogy, who will be able to perform their duties productively in unpredictable conditions, especially under quarantine restrictions caused by the COVID-19 pandemic. Application of modern computer technologies is one of the compulsory prerequisites for the use of information and communication competencies of future agrarian specialists in educational institutions. Educational interaction in blended learning can be implemented on the basis of Learning Management Systems (LMS) and Internet technologies. Their advantages include the focus on collaborative learning technologies, wide opportunities for communication (exchange of messages, chats, comments, etc.), exchange of files of various formats, etc. However, they have some drawbacks: teachers are often forced to work with a specific interface within a certain logic of the environment; creation of educational components of the educational environment is available mainly to the teacher, which sometimes complicates joint work of the subjects of the learning process, i.e. there is no communication with the network community; operational load on the school server and problems with system administration. The reasons for the introduction of cloud technology into education in the process of formation of information and communication competence of future agrarian specialists are as follows: significant financial investments in the purchase and maintenance of equipment and software products; rather difficult adaptation of finished software products to the teaching process, and, as a consequence, only fragmentary use; the need to develop the information environment of educational institutions. The main benefits of common cloud storage in the formation of information and communication competence of future agrarian specialists are as follows: file exchange can be carried out in different directions: student – student, university – student, teacher – student; virtually no training is required to work with cloud storage; it supports different types of files that can be published on the Internet; it is possible to work with several files and folders at the same time; data on the local computer is automatically updated when you update the Internet; when multiple users work at the same time, the file update applies to all users. Therefore, information and communication competence is the ability and willingness to effectively use information and communication technologies within professional activities. Information and communication competence of the employee of the educational institution can be defined as the conscious, purposeful and effective use of knowledge, skills and labor actions in the field of computer science in the framework of one’s professional activity, namely educational activities. Analysis of the required knowledge, skills and labor actions of employees of the educational institution has allowed us to identify the basic information and communication competencies for the management level: construction of information space at the educational institution, organization of communication channels and ways to protect information; ensuring openness and accessibility for all participants of the normative-legal sphere of management of educational institution; analysis, formation and presentation of information about the activities of the educational institution, its property status, income and expenses; creation and updating of databases of all participants of educational relations at the educational institution; creation and provision of a system for monitoring the quality of the educational process, educational achievements of students, activities of the educational institution; possession of skills of work with electronic sources of normative-legal maintenance and systematization of normative-legal base of management of educational institution; design, compilation and processing of documentation using appropriate software.
Trabalhos de conferências sobre o assunto "High school students – social conditions – fiction"
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ZHOROVA, Iryna, Serhiy DANYLYUK e Olha KHUDENKO. "Civic education of students by means of literature: european experience". In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p108-122.
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The article reveals the theoretical and methodical aspects of students’ civic education by means of literature. Emphasis is placed on the fact that in the conditions of unstable development of society, escalation of conflicts both between states and between fellow citizens, the issue of students’ civic education is actualized. The authors understand this concept as a form of social education, the formation of a citizen of a specific state, capable of successfully acting for the sake of preserving democracy and peace. Currently, informal education, in addition to the content of “social and civic competencies” that is understandable for Ukrainian educators, uses the term “competencies for the culture of democracy”, which, according to the authors, is a structured concept implemented in the European dimension of civic education. The authors emphasize that fiction affects human feelings and consciousness, it is a powerful means of moral, aesthetic and civic education. Through artistic images, writers provide an opportunity to form their attitude to the events described, to draw certain conclusions, to reflect on universal values, on the actions of one or another character, to see models of civic active/passive behavior. The article analyzes the European experience of civic education, in particular Great Britain and Germany. The authors take into account the literature of these countries and identify aspects that can serve as a basis for students’ civic education, compare them with the Ukrainian realities of civic education. The authors present the main vectors of civic education in Germany, which are determined by the content of literary works and encourage pluralism of opinions, tolerance for the views and judgments of others, motivate students to actively participate in civic life, awareness of the value of freedom, respect for human dignity, the right to self-expression, responsibility for an individual’s moral choice. The works are also the basis for establishing in teenagers such democratic values as the right to life, to fair treatment, dignity, freedom from discrimination, the right to equality, understanding the need to protect one’s rights and the rights of other people.The analysis of content concepts of literature for pupils in Great Britain shows that the priorities of civic education are national patriotism and the education of a law-abiding citizen. The textual material of the works and civic education lessons help pupils to better understand different forms of governance and their impact on citizens; to understand the responsibility and functions of management and the duties of citizens; to acquire socio-cultural experience that gives the opportunity to feel morally, socially, politically, legally competent and protected in society and to take direct part in the activities of civil society institutions. In Finland, the basic democratic values of the national core curriculum are open democracy, equality, responsibility for one’s own choice. An important focus of education in Finnish high school is gaining experience in shaping the future based on joint decisions and interaction.Taking into account the global trends of digitization, the authors considered digital technologies to be educational innovations in students’ civic education (electronic textbooks (not just digitized, but interactive, with virtual 3D materials that teachers can compose at their discretion), textbook scans for download, various materials: interactive laboratories, virtual museums, forums for teachers to communicate, etc.).
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Shtekhman, Elena, Yulia Melnik e Anastasia Zhurova. "Application of problematic situational tasks method at Russian as a foreign language classes in technical high school". In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.05055s.
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The article discusses application of situational tasks method in teaching Russian as a foreign language course in technical high school. Being educational, situational task is formulated in terms and conditions student may face in future professional activity. The task is a problem solution which foreign students need to find by independent analysis and synthesis of necessary information and providing an answer in Russian. Particular emphasis is placed on the improvement of speaking skills. The method promotes vocabulary expansion, vigorous speech development, working out appropriate speech behavior in real communication. Solving problematic situational task students learn about peculiarities of implementation of technical discourse in engineering activity. Practical orientation of situational tasks involves solution of them by using obtained knowledge in different topics in practice. Topics are closely connected with acquiring qualification. Components included into a task, requirements and methodology of tasks development have been described as well as examples of such tasks provided.
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Shtekhman, Elena, Yulia Melnik e Anastasia Zhurova. "Application of problematic situational tasks method at Russian as a foreign language classes in technical high school". In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.05055s.
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The article discusses application of situational tasks method in teaching Russian as a foreign language course in technical high school. Being educational, situational task is formulated in terms and conditions student may face in future professional activity. The task is a problem solution which foreign students need to find by independent analysis and synthesis of necessary information and providing an answer in Russian. Particular emphasis is placed on the improvement of speaking skills. The method promotes vocabulary expansion, vigorous speech development, working out appropriate speech behavior in real communication. Solving problematic situational task students learn about peculiarities of implementation of technical discourse in engineering activity. Practical orientation of situational tasks involves solution of them by using obtained knowledge in different topics in practice. Topics are closely connected with acquiring qualification. Components included into a task, requirements and methodology of tasks development have been described as well as examples of such tasks provided.
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Mainz, Denis, Martin Magdin e Vladimíra Lovasová. "INFLUENCE OF PROJECT-BASED LEARNING IN INFORMATICS ON THE MENTAL CONDITION OF HIGH-SCHOOL STUDENTS". In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-033.
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The paper describes a research conducted on the Faculty of Education of the University of West Bohemia in Pilsen in 2010 and 2011. The research aims to map the influence of project-based learning in Informatics on the mental condition of high-school students. Importance, pros and cons of project-based learning have been discussed several times within professional public; however, the area of project-based learning in connection with Informatics is still to be mapped to a full extent. The pilot research, which was conducted due to social demand of high-school Informatics teachers in the Czech Republic, clearly shows that the implementation of project-based learning directly into Informatics lessons is even more difficult. As a part of our research, we are focusing on the possible added value of project-based learning in the area of experience acquisition in the process of education. The age composition of the evaluated sample of responders was chosen intentionally, while we believe that subjective perception of mental condition in education is the key factor in the process of learning, mainly for adolescents. Our assumptions are based on the statement (Štefanovič a Rosina, 1960; Magdin et al., 2011), that person’s mental processes and attributes can be recognized and observed, for example, by means of psychological analysis of the constructs of their activity. The research consists of a preparatory part and a research and implementation part. As a part of the preparatory stage, projects that were specifically aimed on Informatics were created to be implemented as parts of educational process in selected high schools. To provide the best possible respect for specific principles of project-based learning and its delimitation in relation to theme-based or problem-based education, the projects were drawn according to the methodology of the Buck Institute for Education. They were being implemented into the educational process in five to seven weeks. In the research and implementation stage, the mental condition of the students was observed, during which time the scope of components of mental condition being detected was oriented on the spheres of comfort – discomfort and acquisition of experiences versus activity. For the purposes of the observation, a standardized psychometric tool focused on the evaluation of the structure and dynamics of subjective experiences and conditions – SUPSO - was used due to its validity and reliability. SUPSO is the outcome of factor analysis of precisely delimitated and pragmatically formulated scales formally including 92, in the next stage 72 (SUPSO 8) and then 28 (SUPSO 7) adjectives describing individual particular symptoms of psychological experiences, emotions and conditions of an individual (Mikšík, 2004). The results were processed according to the manual for the standardized psychometric tool and compared to the results of control groups. The control groups consisted of students of parallel classes of high school, i.e. of the same age and the same educational content, which did not implement the project-based learning. The research was conducted in cooperation with the Department of Computer Science and Educational Technology and the Department of Psychology at the Faculty of Education of the University of West Bohemia in Pilsen.
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Angelova, Dilyana, e Viktoriya Angelova. "THE SOCIAL ISOLATION AND THE ACADEMIC ACHIEVEMENTS OF BULGARIAN HIGH SCHOOL STUDENTS IN THE TRANSITION FROM FACE-TO-FACE TO DISTANCE LEARNING IN THE CONDITIONS OF COVID-19. PILOT STUDY". In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2346.
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NOUR, Alexandra. "The formation of learning attitudes in primary class students within the framework of extra curricular activities". In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p330-335.
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This article addressed the importance of extracurricular activities in the formation of learning attitudes in primary school students. The psycho-pedagogical conditions for the formation of learning attitudes within extracurricular activities were highlighted: the general conditions - positive psychological climate, focusing on fundamental psychological and pedagogical approaches; didactic conditions - the pedagogical model of student learning, the students’ learning strategies; the specific conditions of individualization and differentiation - the design of psychological activities oriented towards the individual characteristics of the student, the connection of specific activities with general and educational ones. Compliance with these conditions facilitates the acquisition of learning attitudes by interacting with the group of students who have a positive attitude towards learning, by capitalizing on social experience, by cognitive development. The need to implement the dimensions of learning was argued: the sociocultural dimension that reflects the need for optimal social functioning ensured through the prism of several needs; the behavioral dimension that emphasizes the dynamic, regulatory aspect, directs the students’ behavior, generates self-affirmation impulses, which are oriented towards obtaining a high school performance; the cognitive dimension that illustrates the individual’s need to exchange information with the environment and his need to understand himself. Extracurricular activities offer opportunities for the formation and development of learning attitudes in relation to certain objectives that inspire and challenge the learner, both for his educational success and for his success in everyday life. These have an important value both for the social and personal development of the learner, through specific and particular approaches.
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Shaposhnikova, Tatiana, Alexander Gerashchenko, Tatiana Shabanova, Victoria Vyazankova e Marina Romanova. "WebQuest as a Factor of Teaching Teamwork". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002402.
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An educational WebQuest can and should be used in teaching teamwork to students. Readiness for social interaction and implementation of one’s role in a team is a fundamentally important personal and professional quality (i.e., a subsystem of social and professional competency) in the modern world. The organization of group work of students is a mechanism for the development of both teamwork skills and personal experience of this work. The digital transformation of the educational environment creates favorable conditions for the development of competences as well as personal and professional qualities of students, including the willingness to work in a team: in the digital educational environment, it is possible to organize information interaction between students. An educational WebQuest as a competency-based learning technology stimulates both individual and group activities of students, which can be managed by students themselves. The authors have substantiated that version control in performing WebQuest tasks is an effective mechanism for obtaining primary information, which makes it possible to assess students’ readiness to work in a team. A method of processing the primary information reflecting the actions (and their results) during the students’ teamwork is proposed in this connection. The research involves a pedagogical experiment performed at Kuban State Technological University (Krasnodar, Russia), including the university-based regional school technology park. The analysis of the factual data shows the high efficiency of using WebQuests for organizing teamwork of both junior university students and school students involved in studying at the technology park. The theoretical significance of the research results is that they can contribute to further scientific understanding of such a problem as the development of students’ readiness for social interaction and realization of their role in the team, the practical significance lies in the fact that the research results can be a basis for the design of pedagogical technologies aimed at developing the specified personal and professional quality in students.
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Lobato Valdespino, Juan Carlos, e Jorge Humberto Flores Romero. "Taller vertical social". In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11664.
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El treball proposat per a aquest Taller Vertical Social planteja el reconeixement d'un territori en expansió, que en la majoria dels casos creix sense la planificació adequada, en condicions d'autogestió que a poc a poc consoliden fragments de la ciutat que se sumen a la dinàmica econòmica , cultural i social.
Alhora que els entorns d'aquestes zones frontera del que és urbà es consoliden en colònies de la taca urbana, sovint no tenen les dotacions apropiades de serveis i equipaments, connectivitat urbana, mobilitat, cohesió social, seguretat pública i ocupació.
El canvi d'ús del sòl rural a urbà és un fenomen habitual en aquestesàrees perifèriques de la ciutat, generalment com a resultat de la migració de persones tant d'altres localitats com de la mateixa. Els assentaments humans fixen com a primera necessitat l'habitatge i els serveis que requereixen, inicien així un procés de transformació permanent on les persones es van adaptant a les condicions que a poc a poc succeeixen, moltes vegades d'una manera espontània, poc reflexiva cap a la meta d'habitabilitat requerida per a un desenvolupament sa.
Recentment s'ha treballat des d'instàncies governamentals la idea de recerca de benestar per a les famílies menys afavorides, entenent que el concepte implica treballar en diverses dimensions, com allò social, cultural, econòmic, ambiental i humà. Implicant això darrer un procés participatiu de gestió on les persones que requereixen una millora substancial de vida siguin els agents més importants d'aquesta causa. Puerto Benestar és per això el concepte que dóna forma a aquest exercici acadèmic, on es planteja a partir d'una lectura del lloc, de la interacció amb habitants del lloc i la valoració tecniconormativa, realitzar propostes d'intervenció de l'espai públic que enforteixin i qualifiquin les condicions de les persones que hi habiten. De la mateixa manera cal destacar que la nostra Facultat proposa en el seu nou pla d'estudis, enfortir diferents habilitats i capacitats dels seus estudiants, entre les quals hi ha el comprendre les diferents problemàtiques de la societat, vincular el seu treball per a la seva atenció amb ple compromís de responsabilitat social, des d'una plataforma d'anàlisi crítica, capacitat creativa, treball en equip, autogestió del coneixement i destreses que avui dia demanen la professió de l'arquitecte.
L'exercici planteja desenvolupar habilitats en quatre aspectes del procés: Anàlisi, Disseny, Comunicació, Enfocament Transversal. Alhora els objectius principals del taller van ser:
Mostrar l'elaboració d'estudis socials i multidisciplinaris sobre el context i l'espai construït aplicables al procés de disseny.
Demostrar habilitat i destresa en la comunicació escrita utilitzant la terminologia idònia en funció de l'objecte arquitectònic dissenyat o construït, inclusivament […], del context en diferents etapes de la història de l'arquitectura i de l'entorn cultural i urbà on està immers.
Demostrar coneixements sobre responsabilitat social i principis ètics de la professió.L'exercici va tenir dues etapes de realització, la primera de caràcter teòric, amb anàlisi de barri, i mapeigs d'interaccions socioespacials. La segona realitzant una micro intervenció al lloc d'una manera molt senzilla, molt conceptual, molt a nivell de construcció de comunitatFinalment, de la valoració de 185 treballs que van ser pujats a la plataforma d'avaluació es poden identificar certs patrons que evidencien com els estudiants observen el territori de la vida pública, així com les interaccions entre les persones. The Vertical Social Workshop proposes the recognition of an expanding territory, which in most cases grows without adequate planning, in conditions of self-management that gradually consolidate fragments of the city that are added to the economic, cultural and social dynamics of the same. In the instrumental pedagogical part, the exercise is located within the academic programming of the 2022-22 school year of the undergraduate programme of the UMNSH Faculty of Architecture, with the objective of carrying out a short workshop in which all the students of the institution participated, organised in teams, carrying out an intervention project in the public space in areas of the city characterised by high marginalisation and which were considered within the support programme of the Ministry of Territorial Development (SEDATU). The academic results were very positive and in their materialisation they continued with the consolidation of neighbourhood improvement. El Taller Vertical Social plantea el reconocimiento de un territorio en expansión, que en la mayoría de los casos crece sin la planeación adecuada, en condiciones de autogestión que poco a poco consolidan fragmentos de la ciudad que se suman a la dinámica económica, cultural y social de la misma. En la parte instrumental pedagógica el ejercicio se ubica dentro de la programación académica del ciclo escolar 2022-22 del programa de licenciatura de la Facultad de Arquitectura UMNSH, teniendo como objetivo realizar un taller de corta duración donde participaran todos los estudiantes de la institución organizados en equipos realizando un proyecto de intervención en el espacio público en polígonos de la ciudad caracterizados por una alta marginación y que estuvieran considerados dentro del programa de apoyos de la Secretaria de Desarrollo Territorial (SEDATU). Los resultados académicos fueron muy positivos y en su materialización continuaron con la consolidad del mejoramiento barrial.
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Danilov, A. N. "HISTORICAL MEMORY IN THE CULTURE OF A MODERN CITY". In Second international research-to-practice conference "Civilizational shifts in the city space: traditions and designing the future", dedicated to the 360th anniversary of Irkutsk. Publishing House of Irkutsk State University, 2021. http://dx.doi.org/10.26516/978-5-9624-1933-6.2021.24.
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The article examines the formation and preservation of historical memory in the culture of a modern city, and reveals the mechanism of its formation and intergenerational transmission. The author describes the phenomenon of memory, opposing the destructive power of time. Nowadays culture has become increasingly associated with the environment for the preservation and possible transmission of historical heritage. The role of historical memory increases significantly during upheavals and catastrophes, in critical periods of society's life, when, as a rule, intensive processes of reassessment of existing orientations and the historical past take place. The victory of the Soviet people during the Great Patriotic War became a consolidating beginning in modern history. Such institutions of memory as the education system, cultural institutions, and the media have acquired particular importance in modern conditions. However, there are problems to consider: the number of high school students who “do not remember their kinship” is growing; the cultural environment in which new generations are formed is filled with artifacts which often distort the real meanings of human coexistence and falsify the historical truth. At the same time, the studies show an increasing interest of various social groups of the population to their past, the history of their people, as well as to their spiritual, cultural and historical heritage.
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Erdei, Renáta J., e Anita R. Fedor R. Fedor. "The Phenomenon and the Characteristics of Precariate in Hungary: Labormarket situation, Precariate, Subjective health". In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10284.
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Anita R. Fedor- Renáta J. Erdei Abstract The focus of our research is labor market integration and the related issues like learning motivation, value choices, health status, family formation and work attitudes. The research took place in the North Great Plain Region – Szabolcs-Szatmár-Bereg county, Nyíregyháza, Nyíregyháza region, Debrecen, Cigánd district (exception), we used the Debrecen and the national database of the Graduate Tracking System. Target groups: 18-70 year-old age group, women and women raising young children, 15-29 year-old young age group, high school students (graduate ones) fresh university graduates. The theorethical frameworks of the precariate research is characterized by a multi-disciplinar approach, as this topic has sociological, economic, psychological, pedagogical, legal and health aspects. Our aim is to show whether There is relevance between the phenomenon of precariate and labor market disadvantage and how individual insecurity factors affect a person’s presence in the labor market. How the uncertainties in the workplace appear in different regions and social groups by expanding the theoretical framework.According to Standing precariate is typical to low gualified people. But I would like to see if it also typical to highly qualifiled young graduates with favourable conditions.It is possible or worth looking for a way out of the precarious lifestyle (often caused by objective reasons) by combining and using management and education.Are there definite features in the subjective state of health of groups with classic precariate characteristics? Results The research results demonstrate that the precarious characteristics can be extended, they are multi-dimensional.The personal and regional risk factors of labor market exclusion can develop both in different regions and social groups. Precarized groups cannot be connected exclusively to disadvantaged social groups, my research has shown that precarious characteristics may also appear, and the process of precarization may also start among highly qualified people. Precariate is a kind of subjective and collective crisis. Its depth largely depends on the economic environment, the economic and social policy, and the strategy and cultural conditions of the region. The results show, that the subjective health of classical precar groups is worse than the others.
Relatórios de organizações sobre o assunto "High school students – social conditions – fiction"
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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes e Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, maio de 2021. http://dx.doi.org/10.18235/0003325.
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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.