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1
Morgan, John. "School Geography and the Politics of Culture." Geography Compass 1, no. 3 (April 11, 2007): 373–88. http://dx.doi.org/10.1111/j.1749-8198.2007.00024.x.
2
Elizbarashvili, Nodar, Luka Davitashvili, Rusudan Elizbarashvili, Luiza Bubashvili, and Tinatin Nanobashvili. "Integrative geography—Current issues in theory and practice (on the example of the Georgian geographical school)." Journal of Geography and Cartography 7, no. 1 (May 20, 2024): 5253. http://dx.doi.org/10.24294/jgc.v7i1.5253.
Анотація:
The article discusses the essence of integrative geography and its importance for the theory and practice of geographical science. Such areas of integrative geography are characterized, the development of which will further increase the importance of applied geographical science. They include teaching about cultural landscape and historical landscape (part of landscape studies), geoecological expertise and environmental impact assessment (part of geographic ecology), geographic archeology and ecological culture (part of historical geography), landscape management and landscape services (part of landscape planning), tourism—Assessment and planning of recreational resources (part of recreational geography).
3
Vasileva, Maya. "Regarding digitalization and school geography." Pedagogika-Pedagogy 96, no. 3s (April 20, 2024): 72–88. http://dx.doi.org/10.53656/ped2024-3s.04.
Анотація:
Pervasive digitization in a school context does not simply imply a new way of teaching and learning, it is projected into the learning content and into the lesson. In this sense, what are the prospects for teaching geography? The relationship between digital technologies and geospatial relationships has long been debated, i.e. the new perception of spatial configurations, new spatial practices, new geographical distribution of digital infrastructures. Digitization, by itself, cannot project the development of modern geographical science and geography in the classroom, however, it offers opportunities for a critical approach to basic geographical concepts, to modern diagnostic assumptions in geographical science, to current geographical localizations. In this sense, the article systematizes and presents a critical analysis of the issue, more specifically – outlines the relationship between digitalization and school geography in Bulgaria in several steps: 1) outline the key characteristics of the digital common culture, considering the digital not as technical, but more soon as a social and cultural phenomenon, 2) outlining the relationship between digital and geography, referring to some current models and 3) outlining the projection of this relationship in the normative base and the information-methodological resource of school geography in the Bulgarian school. Based on the analysis, the need for additional and more in-depth studies on the issue is proven.
4
O, Baiteriakov, and Sobetska T. "GENERAL APPROACHES TO THE CARTOGRAPHIC CULTURE FORMATION IN THE PHYSICAL-GEOGRAPHIC COURSES OF SCHOOL GEOGRAPHY." Scientific Bulletin Melitopol State Pedagogica 1, no. 28 (March 4, 2023): 100–106. http://dx.doi.org/10.33842/22195203-2022-28-100-106.
5
Prevelakis, George. "The relevance of Jean Gottmann in today's world." Ekistics and The New Habitat 70, no. 422/423 (December 1, 2003): 295–304. http://dx.doi.org/10.53910/26531313-e200370422/423255.
Анотація:
The author is Professor of Cultural and Political Geography at the Sorbonne University (Paris 1) and the Constantine Karamanlis Professor in Hellenic and Southeastern European Studies at the Fletcher School (Tufts University). He is the author of Les Balkans, cultures et géopolitique (Paris, Nathan, 1994), The Networks of Diasporas (Paris, L'Harmattan, 1996), Géopolitique de la Grèce (Brussels, Complexe, 1997) and Athènes, urbanisme, culture et politique (Paris, L'Harmattan, 2000). His books have been translated into Italian, Rumanian and Greek. His actual research focuses on the Geography of Diasporas, on Globalization and Culture, and on European Geopolitics.
6
Krylovets, Mykola, and Oksana Braslavska. "SOCIAL AND EDUCATIONAL WORK IN GEOGRAPHY LESSONS." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 16–24. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232724.
Анотація:
Geographical education as one of the important means of creating a cultural environment in the educational process of the school opens to the student the world with all the diversity of complex relationships of nature, society and personality, satisfies the need for self-knowledge, promotes the formation of personal qualities and values. Geographical education gives person great opportunities to develop a humane and tolerant attitude to other people, to other civilizations, political and economic systems, the geographical environment, to the planet Earth. Geography as a science of the humanities and natural cycle not only reveals the features of the material and spiritual culture of the peoples of the world, but also shows them in inseparable connection with the natural and social environment. Modern geography comprehensively considers the living environment of humanity, using a systematic geographical approach to knowledge of the world.Education in a broad, social sense is a function of society to prepare the young generation for life, carried out by all society: social institutions, organizations, the church, media and culture, family and school. Education in the learning process, as well as the learning process itself, is a complex phenomenon. In geography lessons education is the formation of morality and spirituality of students, especially those aspects related to human behavior in different geographical, economic, political conditions, education of citizens of their country, preparation of school graduates to perform social roles, because there is no effective economy, social peace in the state, responsible citizens without education.
Keywords: geography, education, geography lessons, teacher, culture, morality, student’s personality, social and educational work.
7
Arifin, Andrianto, Mansyur Ramly, Mursalim, Junaiddin Zakaria, and Ernawati Malik. "Analysis of Teacher Commitment, Motivation, and Satisfaction with School Culture and Performance of State High School Teachers in Baubau City." Revista de Gestão Social e Ambiental 18, no. 7 (April 10, 2024): e06071. http://dx.doi.org/10.24857/rgsa.v18n7-054.
Анотація:
Purpose: The primary objective of this research was twofold: firstly, to examine the direct impact of teacher commitment, teacher motivation, and teacher satisfaction on school culture and the performance of State High School teachers in Baubau City; secondly, to analyze the indirect effects of these factors on school culture and teacher performance.
Methods: The research methodology involved distributing questionnaires to 213 State High School teachers across seven schools in Baubau City. Statistical analysis was conducted using Structural Equation Modeling (SEM), a technique employed to test hypotheses and model relationships among variables.
Results and Discussion: The findings revealed several significant relationships: (1) Teacher commitment exhibited a direct positive influence on school culture, (2) Teacher motivation demonstrated a direct negative impact on school culture, and (3) Teacher satisfaction had a direct negative effect on school culture. Additionally, (4) Teacher commitment, teacher motivation, and teacher satisfaction each directly influenced teacher performance positively. However, (5) school culture did not directly affect teacher performance.
Implications of the Research: The implications of these findings suggest that fostering teacher commitment and motivation while addressing factors contributing to teacher satisfaction are crucial for shaping a positive school culture. Additionally, recognizing the direct influence of teacher commitment, motivation, and satisfaction on teacher performance underscores the importance of prioritizing these aspects within educational institutions.
Originality/Value: This research contributes to the existing literature by elucidating the intricate relationships between teacher commitment, motivation, satisfaction, school culture, and teacher performance. The findings offer valuable insights for educational policymakers, school administrators, and educators to enhance organizational effectiveness and teacher productivity within State High Schools in Baubau City.
8
Nikolov, N. S. "Teaching Human Culture Through Astronomy." International Astronomical Union Colloquium 105 (1990): 47–50. http://dx.doi.org/10.1017/s0252921100086383.
Анотація:
One of the phenomena in the development of science in the second half of the twentieth century is the appearance of complex branches of knowledge. This fact along with the accelerated increase of science information called forth well-known integrative processes in education. One of the most widely spread forms of these processes is the incorporation of one school subject in another. In such a way, astronomy in secondary school is incorporated in the subject of physics and sometimes in geography and mathematics. The argument for this, if there exists one, is that nowadays astronomy is astrophysics, i.e., physics of celestial bodies, or that the cosmographical function of astronomy resembles the function of geography.In this paper, we make an attempt to adhere to the thesis that astronomy is a school subject with wider connections in the human sphere than with only one branch of science (Nikolov, 1986). As a consequence, if the school subject astronomy is incorporated only in a specific discipline, this would limit the possibility of teaching facts or phenomena of other spheres of the human spirit.
9
Mello, Bruno Falararo de, João Pedro Pezzato, and Chrstiane Fernanda da Costa. "As disciplinas escolares e os livros didáticos como expressões da cultura escolar:." Revista Brasileira de Educação em Geografia 12, no. 22 (October 25, 2022): 05–21. http://dx.doi.org/10.46789/edugeo.v12i22.1132.
Анотація:
Os livros didáticos estão intrinsecamente ligados à escola, pois são, eles próprios, expressões da cultura escolar. Neste artigo, apresentam-se algumas considerações acerca da constituição das disciplinas escolares, em uma perspectiva histórica, a partir do advento da escola dita moderna, tomando-se como exemplo a Geografia escolar. As disciplinas escolares são analisadas como criações originais e espontâneas da escola, detentoras de uma finalidade que vai além da mera transmissão de conteúdos acadêmicos. Elas são vistas no papel de produtoras de conhecimentos próprios e originais da cultura escolar, que intercambiam com os saberes produzidos pelas ciências de referência, mas que não se confundem com eles em seus objetivos. Os livros didáticos são tomados em seu papel de materializadores da cultura escolar. Os manuais registram o patrimônio cultural que identifica as histórias e elementos de determinadas comunidades. Eles têm servido para padronizar conteúdos e métodos de ensino, formalizar currículos, apontar normas de conduta desejadas e orientar os trabalhos dos docentes. Além dos aspectos ligados às práticas de ensino, eles se prestam, primordialmente, ao assentamento e à estabilidade das próprias disciplinas escolares. Palavras-chave Cultura escolar, Currículo, Disciplinas escolares, Livros didáticos. School subjects and textbooks as expressions of school culture: some theoretical considerations Abstract School subjects and textbooks are intrinsically linked to school, as they are themselves school culture expressions. In this article, we presente some considerations about the school subjects constitution, in a historical perspective, from the advent of the so-called modern school, taking as na example school geography. School subjects are analyzed as original and spontaneous school creations, holding a purpose that goes beyond just transmission of academic content. They are seen in the role of producers of own and original knowledge of the school culture, which interchange with the knowledge produced by the reference sciences, but which are not confused with them in their objectives. Textbooks are taken in their role as materializers of school culture. They have been used to standardize content, formalize curricula, point out desired standards of conduct and guide the work of teachers. In addition to the aspects linked to teaching practices, they are primarily used for the settlement and stability of the school subjects themselves. Keywords School culture, Curriculum, School subjects, Didatic books.
10
Gade, Daniel W. "Culture, Land, and Legacy: Perspectives on Carl O. Sauer and Berkeley School Geography." Annals of the Association of American Geographers 95, no. 2 (June 2005): 481–83. http://dx.doi.org/10.1111/j.1467-8306.2005.470_5.x.
11
G. Rata, Sithulisiwe, Tawrun Wanda, and Taewoo Lee. "Strategic approaches for developing a culture of safety management in schools: Indications from literature studies." Prevention and Treatment of Natural Disasters 2, no. 1 (December 15, 2022): 1–6. http://dx.doi.org/10.54963/ptnd.v2i1.128.
Анотація:
Natural disasters can take away children’s lives and their right to quality education. This article identifies and discusses strategies that schools can employ to prepare for and minimise the effects of natural disasters. Using theoretical propositions and literature on disaster management, the article discusses strategies for the prevention of and preparedness to respond to and recovery from natural disasters within a school setting. Evidence from research indicates that there are basic principles and practices of disaster management that school management and learners may not be aware of. Based on the identified theoretical principles and practices for disaster management, the article concludes that both state and non-state parties have disaster management responsibilities and therefore should formulate and disseminate the basic principles and practices of disaster prevention, preparedness and post-disaster therapy to schools because of the vulnerability of children to disaster. In addition, it also recommends that disaster management should be included in the school curricula through subjects like geography, science, social studies or civic education and life orientation or skills training.
12
Sukendro, Yatim Riyanto, Karwanto, and Hartono. "The Effect of Online Learning and School Culture on the Performance of Vocational School Teachers During the COVID 19 Pandemic." Revista de Gestão Social e Ambiental 17, no. 4 (June 23, 2023): e03353. http://dx.doi.org/10.24857/rgsa.v17n4-021.
Анотація:
Purpose: The purpose of this study is to determine the effect of online learning and school culture on teacher performance in vocational schools during the Covid 19 pandemic Theoretical framework: The online learning is an option and the right solution in overcoming learning problems in schools, when situations and conditions are in an emergency, due to the emergence of the Covid 19 pandemic in Indonesia. Method/design/approach: The research method used is a type of associative quantitative research. The subjects in this study were 280 teachers at SMK YPM Sidoarjo using a survey technique, where the entire population was used as the research sample. Results and conclusion: The results showed that online learning (X1) had a positive and significant effect on teacher performance (Y) at SMK YPM Sidoarjo with a P value of 0.048 while school culture (X2) had a positive and significant effect on teacher performance (Y) at SMK YPM Sidoarjo with a value P of 0.025. This shows that online learning (X1) and school culture (X2) have a positive and significant influence on teacher performance (Y) at SMK YPM Sidoarjo Implications of the research: This research contributes to the application of teacher performance and school culture in online learning during the Covid 19 pandemic so that learning is more effective. Originality/value: The results obtained in this study are innovative and relevant for teachers, in the context of using online learning and school culture on teacher performance.
13
Kravtsova, Iryna. "Geography in the context of the New Ukrainian school." 33, no. 33 (August 1, 2021): 24–29. http://dx.doi.org/10.26565/2075-1893-2021-33-03.
Анотація:
The purpose of the article is to study the Geography of the educational field «Natural Science» in the New Ukrainian school. Main material. The new Ukrainian school is a supernova phenomenon in the Ukrainian scientific world, which began its «life» in 2017. It is based on nine components and ten key competencies. According to the current State standard of basic and complete general secondary education, «Geography» is a component of the educational fi eld «Natural Science». Its purpose is to form in pupil’s natural science competence as basic and relevant subject competencies, a mandatory component of the general culture of the individual and development of his creative potential. Geography, in the vision of the New Ukrainian School, is knowledge of the natural fi eld of education. Its purpose is to form the personality of a pupil who knows and understands the basic laws of animate and inanimate nature, has certain skills of its research, shows curiosity, realizes the integrity of natural-scientific picture of the world. The pupil is able to assess the impact of natural sciences, machinery and technology on the sustainable development of society and possible consequences of human activities in nature, responsibly interacts with the natural environment. The geographical component involves formation of basic knowledge on the following issues: geography as a science; the role of geographical education in human life; Land on a map; geographic information systems. Moreover, there are other components as well: Earth as a geosystem, levels of geosystems; geographical consequences of parameters and movements of the Earth; geo-graphical shell; anthroposphere; relationship of processes in the lithosphere, hydrosphere, atmosphere, biosphere, natural complexes; resource potential of the Earth’s crust, modern aspects of its use; global problems of humanity. Conclusions and further research. A comparison of the geographical component content of the educational fi eld «Natural Science» in accordance with the current State Standard of Basic and Complete General Secondary Education (2011) and the State Standard of Basic Secondary Education adopted in 2020 shows that the new document contains a much narrower content of modern geographical science. In particular, the geographical component does not provide for the formation of pupils’ basic knowledge on important issues of regional physical and social geography. Further research aims to build and justify the optimal model of the pupils’ geographical competence of a modern institution of general secondary education.
14
Claval, Paul. "City and culture." Ekistics and The New Habitat 70, no. 418/419 (April 1, 2003): 36–41. http://dx.doi.org/10.53910/26531313-e200370418/419308.
Анотація:
The author was bom in Paris but raised and educated in South-Western France. He was a student at the University of Toulouse and then taught for a few years in secondary schools in Bordeaux and Montpellier. He then spent 12 years at the University of Besançon and 25 years at the Sorbonne in Paris. He has a permanent interest in the history and epistemology of geography, and in the relations geographers developed with other social sciences. In the 1960s , he worked mainly on the economic connections of geography, in the 1970s, on its ties with sociology and political sciences. During the last 20 years, he has been fascinated by ways geographers deal with culture. He has also maintained a permanent curiosity for urban geography.
15
Niu, Jiqiang, Zhinuo Zhang, Chenguang Zhang, and Jiao Chen. "Research on Integration of Education for International Understanding in High School Geography Based on the “Big Concept”." Scientific and Social Research 5, no. 7 (July 27, 2023): 20–32. http://dx.doi.org/10.26689/ssr.v5i7.5098.
Анотація:
Education for international understanding helps students learn about international cultures and listen to international voices, and it plays an important role in the teaching of geography in high school. In this study, the structure of high school geography is reconstructed by integrating education for international understanding under the “big concept.” This model includes three teaching concepts, four teaching objectives, and four teaching methods. Overall, the results of this study showed that the integration of education for international understanding can improve the students’ understanding about international issues and cultures and it can be used as a reference for teaching geography in high schools.
16
Evertsson, Jakob. "Materiality, Wallcharts, and Educational Change in Sweden from the Mid-nineteenth to the Early Twentieth Century." Nordic Journal of Educational History 9, no. 1 (June 7, 2022): 27–59. http://dx.doi.org/10.36368/njedh.v9i1.232.
Анотація:
This article investigates the dissemination of wall charts as an instructional technology in the subjects of history, geography, natural science, and geometry in elementary schools in Sweden, particularly in the Uppsala diocese from 1861 to 1910. Previous research lacks empirical analyses of the charts’ actual dissemination, making this case study of Sweden a valuable contribution to the fields of material culture and the visual aspects of schooling in the history of education. Using school inspector reports, protocols from national inspector meetings, and national and regional pedagogical statistics, the article provides empirical evidence of the active work of school inspectors and state initiatives that contributed to the widespread dissemination and use of wall charts in Swedish elementary schools by 1910.
17
Radzimińska, Lucyna, and Danuta Stanulewicz. "ROZWÓJ ZAWODOWY NAUCZYCIELI JĘZYKA KASZUBSKIE-GO – DIAGNOZA POTRZEB DOTYCZĄCYCH SZKOLEŃ." Neofilolog, no. 45/1 (March 22, 2019): 105–19. http://dx.doi.org/10.14746/n.2015.45.1.07.
Анотація:
The Kashubian language was introduced as a school subject in 1991. In the school year 2013/2014, the number of students attending Kashubi-an classes amounted to 17,145. They were taught the language by ca. 620 teachers in 420 schools: 13,850 in 293 primary schools, 2,688 in 103 junior secondary schools and 607 in 24 senior secondary schools. The aim of this paper is to present the results of a questionnaire investi-gating the training needs of Kashubian teachers. It appears that they would willingly attend courses or workshops in all the areas mentioned in the questionnaire, including, inter alia, language teaching methodolo-gy as well as Kashubian literature, culture and history. It is no surprise that the demand for such courses is so high since the core curricula for all school levels emphasize the importance of teaching Kashubian cul-ture, history and geography alongside the Kashubian language.
18
Vilkonis, Rytis. "LEARNING GEOGRAPHY THROUGH PLAY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 2 (August 15, 2006): 58–59. http://dx.doi.org/10.48127/gu-nse/06.3.58a.
Анотація:
In modern world geography becomes an integral part of mankind’s culture and everyday life, and the significance and topicality of geography teaching in a secondary school increases. However, anyway geography as a subject is not particularly favourite to the Lithuanian pupils and this is easy to explain – conveying, oral methods of teaching dominate at school, the educational process is mainly concentrated not on the quality of knowledge and the ability to apply knowledge in practice but to quantity, often ignoring the development of pupils’ favourable attitude to geography. The evaluation of the ability to orientate on the map often reminds of physical education classes when attention is concentrated on seconds, i.e. the time factor, and not on the sense and practical value of orientating on the map. Meanwhile the modern conception of education emphasises meaningful learning, the wish to learn, satisfaction with the learning process, the ability to apply knowledge and use it in daily life. On the other hand, methodical aids, assisting teachers to change geography lessons currently are not numerous in Lithuania. Considering the existing situation the new book by Dr. L.Railienė and Dr. V.Lamanauskas for primary class and geography teachers “Mokomės geografijos žaisdami“ (We Learn Geography through Play) is topical and useful methodical publication to be used in educational practice. The authors present a particularly large variety of geographical games. These include communication games, labyrinths, rebuses, tasks-tables, code tasks, etc.
19
OPRICA, Lorena. "The symbolic geography of brașov in the online environment." SERIES VII - SOCIAL SCIENCES AND LAW 13(62), no. 2 (July 16, 2020): 219–30. http://dx.doi.org/10.31926/but.ssl.2020.13.62.2.10.
Анотація:
This paper analyzes how a city that seems to have had a great potential to develop more complex associations, being, the city where the first Romanian school developed and which later offered the first printing house in Romania, the first grammar in Romanian (and many other "first" objects of culture), is associated almost exclusively with an (especially) extrinsic feature - that of the beauty of nature and, only centrally, the beauty of the old city.
20
Tsang, Kwok Kuen, Yuan Teng, Yi Lian, and Li Wang. "School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China." Sustainability 13, no. 16 (August 16, 2021): 9141. http://dx.doi.org/10.3390/su13169141.
Анотація:
The literature suggests that teacher burnout is influenced by the market and hierarchy cultures of school management and teachers’ emotional labor strategies of surface and deep acting. However, studies have suggested that school management cultures and emotional labor strategies may not function independently based on the emotional labor theory. Nevertheless, the literature has paid less attention to the relationship between the school management cultures, emotional labor, and teacher burnout. Therefore, this study aims to investigate the relationship between the three variables in China via an online questionnaire survey. After surveying 425 kindergarten, primary and secondary teachers who participated in a professional development program organized by a public university in Beijing, the study found that teacher burnout was positively related to market culture but negatively related to hierarchy culture. Moreover, the impact of the market culture was fully mediated by surface acting while the impact of hierarchy culture was partially mediated by surface acting and deep acting.
21
Satybaldieva, A. U., and Z. K. Mirzalieva. "PEDAGOGICAL FOUNDATIONS FOR THE INTRODUCTION OF ELECTIVE COURSES «GEOGRAPHY OF CULTURE» IN GENERAL-EDUCATION SCHOOLS." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 289–93. http://dx.doi.org/10.51889/2020-2.1728-5496.48.
Анотація:
Specialized training helps high school students choose the right path to continue their education in the future, providing pedagogical, psychological, informational and organizational support to students. Due to the fact that new elective courses are being introduced in General education institutions, there are still not enough regulatory and reference materials. Many teachers cannot create elective courses that will be interesting and useful for students, because the school does not provide detailed information about the goals and objectives of specialized training, types and methods of its implementation. Therefore, one of the most pressing issues today is the systematization of information about elective courses and the identification of methodological features of its implementation. The article presents the program of the elective course "Cultural geography" for mathematical students. In addition, the methodological structure of the course "Cultural geography"was developed.
22
Kim, Sanghee, and Jinsuk Lim. "A Study on the Contents of Korean Culture Education in Thailand: Focusing on the Analysis of Secondary school Textbooks and Exam Questions." Korean Society of Culture and Convergence 45, no. 6 (June 30, 2023): 755–70. http://dx.doi.org/10.33645/cnc.2023.06.45.06.755.
Анотація:
This study aims to derive implications for Korean culture education in Thailand by grasping the contents of Korean culture education in Thailand and investigating learners' perception of Korean culture. To this end, Korean textbooks for Thai secondary schools and mock tests for university entrance exams were analyzed. As a result, cultural content was organized according to the level of beginner learners, and there were many topics related to middle and high school life in Korea. In the mock test, various cultural items were presented compared to textbooks. The area of food and geography was highly recognized, but the area of history was low. In this regard, learners were also aware of the importance and necessity of learning Korean culture. For cultural education of Korean learners in Thailand, it is necessary to strengthen the expertise of Korean teachers.
23
Silbert, Kate. "Needle, Pen, and the Social Geography of Taste in Early National Providence." New England Quarterly 92, no. 2 (June 2019): 179–220. http://dx.doi.org/10.1162/tneq_a_00733.
Анотація:
This essay examines needlework samplers from Mary Balch's school and diaries produced by elite young women in Providence, Rhode Island in the late eighteenth century. Drawing on scholarship on material culture, social geography, and gender, it traces the physical mobility that characterized daily life, reading and writing practices, and social boundaries in the early republic.
24
Grcic, Мirko, Ljiljana Grcic, and Мikica Sibinovic. "Perspectives in geography of culture and civilizations." Glasnik Srpskog geografskog drustva 94, no. 1 (2014): 33–55. http://dx.doi.org/10.2298/gsgd1401033g.
Анотація:
This paper presents a comparative analysis of relevant methodological essence of "traditional" and "new" cultural geography. In the introduction is given an explanation of philosophic concepts of space, environment, place and the region in cultural geography. In second section is analyzed the meaning of civilization and the genesis of geography of civilization (g?ographie de civilisation). Special attention is on features of geographical posibilism as methodological paradigm, and the concept of cultural landscape as the essence of classical geography of culture and civilization. After this part are researched specific characteristics of certain academic schools and methodological perspectives in cultural geography. Postmodern paradigm and essence of "new" cultural geography are in the main focus. Postmodernism is changing the meaning of the basic concepts in cultural geography, which are analyzed in the introduction, such as space, culture, cultural region, cultural landscape and others. "New" cultural geography reassessed social and moral issues associated with the characteristics of the postmodern era. In this regard, methodological paradigm must be changed. This ascertainment is based on the interpretation of humanistic geography, where the emphasis is on the interpretation of cultural symbols, causal link and the "spirit of place" (Spiritus Loci). In accordance with modern conceptions of human in psychological notion, there are at least three theoretical directions, which find resonance in the appropriate cultural geography: behaviorism, psychoanalytic concept and cognitive concept - gestaltism and geography of perception. In conclusion is emphasized the need of finding a dialectical unity in "classical" and "new" cultural geography.
25
Bemak, Fred, Joseph M. Williams, and Rita Chi-Ying Chung. "Four Critical Domains of Accountability for School Counselors." Professional School Counseling 18, no. 1 (September 2014): 2156759X0001800. http://dx.doi.org/10.1177/2156759x0001800101.
Анотація:
Despite recognition of accountability for school counselors, no clear set of interrelated performance measures exists to guide school counselors in collecting and evaluating data that relates to student academic success. This article outlines four critical domains of accountability for school counselors (i.e., grades, attendance, disciplinary referrals, and suspension) that can be generalized across primary and secondary levels, geography, region, location, and culture. The authors present a case study to demonstrate the four critical domains of accountability and establish school counselors as key players in promoting academic success.
26
Bazarov, Tahir Yu, Elena O. Golynchik, Sergey A. Lipatov, and Roksana K. Nesmeianova. "CHANGE RESPONSE STYLES AND TEACHERS’ PERCEPTIONS OF ORGANIZATIONAL CULTURE AND CONFLICTS IN THE SCHOOL." Moscow University Psychology Bulletin, no. 3 (2022): 85–118. http://dx.doi.org/10.11621/vsp.2022.03.06.
Анотація:
Background. Th ere is a shortage of socio-psychological research devoted to the systematic consideration of the problem of teachers’ attitude to changes in modern schools at three levels: organizational, interpersonal and individual-personal. Objective of the study is to identify the interrelationships of change response styles with teachers’ perception of organizational culture and confl icts in the school. Methods. A questionnaire survey was conducted in a remote format using an online platform. Used: the questionnaire “Change response styles”, “Methods of diagnosing the organizational culture of the school”, the method “Confl icts in the educational environment”. Sample. Th e study involved 66 teachers of senior classes of secondary schools and lyceums in several regions of Russia (Zarechny city, Penzenskaya oblast; Lesnoy city Sverdlovskaya oblast; Novouralsk, Sverdlovskaya oblast). Results. Teachers with a conservative change response style prefer a traditional stable environment and are focused on a resultive organizational culture of the school; they estimate the frequency of confl icts between teachers and pupils at school with the involvement of parents lower. Teachers with an innovative response style strive for constant progress and innovation and are guided by the innovative culture of the school; a positive correlation was revealed with the assessment of the frequency of confl icts between teacher and pupil with the participation of a parent. Teachers who are representatives of the reactive change response style have a hard time adapting to any type of change, prefer the role culture of the school; there is a positive relationship with the degree of emotional discomfort caused by several types of confl icts involving the teacher. Teachers with a realizing response style fl exibly adapt to various changes and prefer innovative and family types of school culture; they have a negative relationship with emotional discomfort from confl icts involving the teacher. Conclusion. Th e results obtained allow us to determine the perspective of further steps of the author’s team, which consists in building a three–way model of the educational space “school — pupil — family” with the inherent properties of a systemic self-developing object.
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Gordiano, Maria Aparecida de Oliveira, Ely Makeise Araujo dos Santos Martins, and Adriano Eysen Rego. "O (ser)tão de Santaluz: leituras geo-literárias a partir do romance as aparições de dr. Salu e outras histórias, de Guido Guerra." Revista Macambira 6, no. 1 (November 22, 2022): e061022. http://dx.doi.org/10.35642/rm.v6i1.727.
Анотація:
Este artigo propõe uma reflexão crítica acerca de possíveis diálogos geo-literários a partir do romance As aparições de Dr. Salu e Outras histórias (1981), de Guido Guerra. Trata-se de um trabalho transdisciplinar que visa potencializar o ensino/aprendizagem da Geografia em Santaluz – município que faz parte do Território do Sisal, no sertão da Bahia. Pautada numa abordagem qualitativa, as leituras sobre a obra em estudo baseiam-se, sobretudo, na Geografia Humana e Cultural, com ênfase no conceito de lugar e paisagem, assim como na teoria e crítica literárias para pensarmos mais afundo a respeito dos espaços geográficos, da identidade e da cultura dos/as estudantes de Santaluz. Nessa perspectiva, indagamos: de que forma o diálogo entre a Geografia e a Literatura pode ressignificar o ensino/aprendizagem acerca do (ser)tão luzense? A Literatura, como parte da cultura de um povo, ajuda-nos a sentir, pensar e compreender os espaços geográficos de forma mais significativa e prazerosa, descontruindo conceitos e valores preestabelecidos. Por certo, a relação da Geografia com a Literatura pode contribuir de maneira dinâmica, criativa e inovadora para o processo de formação crítica e humana dos/as alunos/as na escola. Abstract: This article proposes a critical reflection about possible geo-literary dialogues from the novel As aparições de Dr. Salu and Other Stories (1981), by Guido Guerra. It is a transdisciplinary work that aims to enhance the teaching/learning of Geography in Santaluz – a municipality that is part of the Sisal Territory, in the hinterland of Bahia. Based on a qualitative approach, the readings on the work under study are based, above all, on Human and Cultural Geography, with emphasis on the concept of place and landscape, as well as on literary theory and criticism to think more deeply about geographic spaces, identity and culture of Santaluz students. In this perspective, we ask: how can the dialogue between Geography and Literature re-signify teaching/learning about (being) so Luzense? Literature, as part of the culture of a people, helps us to feel, think and understand geographic spaces in a more meaningful and pleasant way, deconstructing pre-established concepts and values. Certainly, the relationship between Geography and Literature can contribute in a dynamic, creative and innovative way to the process of critical and human formation of students at school. Keywords: Place, Landscape, Cultural Geography, Literature, (Being)so.
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Cumbers, Andrew. "What is a ‘person’ like you doing in a ‘place’ like that? Reflections on the business school migration from economic geography." Environment and Planning A: Economy and Space 50, no. 7 (July 3, 2018): 1519–24. http://dx.doi.org/10.1177/0308518x18782704.
Анотація:
The decline of economic geography in British geography departments and schools is a cause for concern, given its historic importance as a seedbed for critical and alternative thinking. While there are attractions and opportunities for economic geographers such as myself in working in management departments and business schools, particularly those that have a critical social science culture, it is vital that geography itself, as a discipline, retains a commitment to heterodox economic enquiry and understanding. At a time of multiplying global political, economic and ecological crises, the disappearance of economic geography from the mainstream teaching curriculum and research agenda would be a regrettable loss for the broader academic project.
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Dermendzhieva, Stella, and Tamara Draganova. "CONCEPTUAL ANALYSIS OF THE GEOGRAPHY TRAINING OF THE COUNTRIES IN THE BULGARIAN SCHOOL." Knowledge International Journal 34, no. 2 (February 18, 2020): 555–61. http://dx.doi.org/10.35120/kij3402555d.
Анотація:
This article explores geography training for the countries in high school, first high school and second high school stage. Content - analysis, conceptual and situational analysis, place and themes, meaning and role, goals and expected results, vertical relationships and activities, number of school hours and new concepts, geographical algorithm for characterization of the country and principles of study, and other methodologies - didactic segments, have been tracked.Didactic models of country training in compulsory and profiled preparation have been made up. Network dependencies and intra-disciplinary synthesis between the studied countries, typical representatives of the region between primary and secondary education for compulsory and profiled preparation, are revealed.Country training covers grades V, VI, VII, IX, X and XI in compulsory and profiled preparation.The educational reform in Bulgaria since 2016 has enacted in geography and economics curricula in all classes of compulsory preparation, with the article focusing on the connection and integration between compulsory and profiled geography preparation of the countries. The processes of expanding, upgrading and deepening the educational content for geography training of the countries by classes, stages and degrees of education are explored.Contemporary trends in the development of geographical science are reflected in the curricula content of profiled geography and economics preparation.Country geography training and territorial differentiation by region in the world are part of modular training 4.The curricula regulates the countries of study by applying the traditional geographical algorithm to characterize a country: geographical location and borders; geopolitical influence in the region and the world; natural resource potential; geo - demographic processes; urban development and urbanization; economic development.Characterization of selected countries in the region is constructed regionally - territorial and typological principle in XI class: Northern Europe (Sweden), Western Europe (United Kingdom), Southern Europe (Spain), Central Europe (Poland), Eastern Europe (Ukraine), Central Asia (Kazakhstan), Far East (Indonesia), Middle East (Iran), Middle East (Israel). Profile training in XI grade promotes the development of students' abilities to reason, discuss, comment and evaluate different ideas and concepts independently, which extends the geographical culture of understanding and reasonable activity in the geographical space.The geography and economics training of the profiled preparation are set out the current and contemporary trends of geographical development - regionalization, ecologization, economization, technology, socialization.The curricula determines the training in regional geography, focusing on the formation of students' skills for: expressing critical thinking, analyzing information from different sources, developing a scientific thesis, choosing contemporary behaviors and exhibiting active citizenship, discussing the basic intra-regional problems, mapping of sub-regions, analyzing information from different sources, developing a scientific question or solving a geographic case.
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Slamet, Heri Yanto, Sri Wardani, and Arief Yulianto. "Implementation of Quality Assurance in Smp With School Committees and Participatory Management: A Case Study in Junior High Schools in Indonesia." Revista de Gestão Social e Ambiental 18, no. 2 (December 6, 2023): e03715. http://dx.doi.org/10.24857/rgsa.v18n2-043.
Анотація:
Purpose: This study aims to determine the influence of school committee, principal leadership, organizational culture, and teacher participation in the implementation of quality assurance in junior high schools. Theoretical framework: Providing educational services that improve student learning outcomes requires ensuring the quality of education in junior high schools. Furthermore, quality assurance equalizes opportunities across the country, protects customers, and plays an important role for students, parents, teachers, and education staff. Current conditions indicate that Quality assurance in junior high schools is currently rated unsatisfactory, with indications that only 46.7% of junior high schools have been accredited to excel, while the remaining 53.3% require improvement. Design/methodology/approach: This research is quantitative research using the Explanatory Survey Method. The population in this study was principals in Junior High Schools throughout two cities and four regencies The sampling technique used in this study is probability sampling technique, using proportionate random sampling. Determination of the number of samples used in this study using the Krejcie table. This study collected 211 data from the principals of various junior high schools in Semarang and surrounding areas using a Likert scale questionnaire. The data analysis technique used is path analysis. Research practical and social implications: The results of the study revealed that the principal's leadership role, organizational culture, and teacher participation had an effect on the implementation of quality assurance in junior high schools, while the school committee had no major effect on school quality assurance. Principals play an important role in increasing teacher participation and creating a positive organizational culture.
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Mandarani, Vidya, Oikurema Purwati, and Dian Rahma Santoso. "A CDA Perspective of Cultural Contents in the English Junior High School Textbooks." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 2 (May 19, 2021): 237. http://dx.doi.org/10.21093/ijeltal.v5i2.671.
Анотація:
In the aim to engage the volatile future, Kemendikbud considered developing the textbooks with cultural values imbued for the 2013 Curriculum. This study is a content analysis that seeks to examine the cultural elements found in the English textbooks for junior high schoolers, to discover the evidence of global cultural manifestation in the textbooks, as well as to find out the space given to local culture in the textbooks. The data were collected from the latest revision of ‘When English Rings a Bell’ textbook for both 7th & 8th grade, and ‘Think Globally Act Locally’ textbook for 9th grade. The data then analyzed qualitatively. The findings showed that: (1) social group & social identity dictate the cultural dimension, followed by belief & behavior. While another aspect, such as stereotypes & national identity, social interaction, the life-cycle & socialization, national culture heritage, national geography, national history as well as socio-political institution, are not commonly presented. This idea is in line with the curriculum objectives to facilitate the development of students with proper character, behavior and a strong sense of nationality. In terms of proportionality as shown by cultural dimensions, it is inferred that the English textbooks are on their way to perfection; (2) the existence of the target cultures is still dominant, yet the authors had tried to maintain the initial content of the source culture, as well as (3) the students require to realize the importance of learning culture from their English textbooks & develop their cultural competence and a certain degree of respect, as well as tolerance for others.
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Desfandi, Mirza, Enok Maryani, and Disman Disman. "Building Ecoliteracy Through Adiwiyata Program (Study at Adiwiyata School in Banda Aceh)." Indonesian Journal of Geography 49, no. 1 (July 28, 2017): 51. http://dx.doi.org/10.22146/ijg.11230.
Анотація:
This study is back grounded by importance of ecoliteracy for each individual. One of comprehensive efforts to build ecoliteracy in community is through Adiwiyata Program. This study is aimed to find out how the effectiveness of Adiwiyata Program in the effort to build students’ ecoliteracy in Banda Aceh. The method which is used is survey. The study is conducted in ten schools, with respondents are principal, teachers, administrative staff and students. Data analysis is done descriptively toward five variable and hypothesis test use nonparametric statistic test. The result of study showed that there is significant influence of school policy, curriculum implementation, school culture and school infrastructure management toward students’ ecoliteracy. The findings of study is the more effective four components of Adiwiyata is implemented, the higher of students’ecoliteracy. Therefore, four components of Adiwiyata should be implemented maximally, among other by strengthening Adiwiyata school team.
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Hynek, Alois. "Training Geography Educators." Geografie 105, no. 2 (2000): 177–89. http://dx.doi.org/10.37040/geografie2000105020177.
Анотація:
Czech didactics of geography (teaching/learning geography) has just started its fifth wave in training geography educators at eight university faculties. The current debate is on developing a curriculum emphasizing the position of geography education as the applied discipline of the science/art of geography. 'Challenge for 10 million' is a national debate on the Czech educational system organized by the governmental Dept. of Schools, Youth and Physical Culture, being very critical to teaching geography at primary and secondary schools. That is the reason for the strong re-assessment of social, environmental/ecological, economic, cultural and political relevance on the subject of geography in the educational process. This discourse is also intended for international communication starting in the educational commission of IGUIUGI.
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Vilbikienė, Grėtė. "THE STRUCTURE OF A MODERN SCHOOL – CASE STUDY." JOURNAL OF ARCHITECTURE AND URBANISM 46, no. 1 (March 1, 2022): 11–19. http://dx.doi.org/10.3846/jau.2022.15457.
Анотація:
The aim of this article is to test and apply the developed methodology of research on the correlation between the physical learning environment and education, analysing Vilnius Geroji Viltis Progymnasium. The article analyses functional-spatial structure and usability of the selected school (applying the principles of post occupancy evaluation (POE), and analyses the school culture and the needs of school community groups, which are compared with modern Lithuanian educational goals and objectives. The functional-spatial structure of the analysed school is compared with the general school model of the 21st century formed in the author’s previous research, which distinguishes 7 features of the physical learning environment that define the quality of the modern learning environment. It also examines the extent to which the current physical school environment satisfies and meets the school culture and community needs. The article provides guidelines for the implementation of the harmony of school culture (values and needs) and its physical environment, which allows each school to self-assess the physical learning environment and its cultural and 21st century school physical environment characteristics and assumptions and opportunities to meet them.
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Karakose, Turgut, Hakan Polat, and Stamatios Papadakis. "Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic." Sustainability 13, no. 23 (December 5, 2021): 13448. http://dx.doi.org/10.3390/su132313448.
Анотація:
The current study investigates the perspectives and experiences of teachers regarding their school principal’s digital leadership roles and technology capabilities during the COVID-19 pandemic. The research was conducted using a case study-based qualitative approach, and with a study group consisting of 89 teachers holding a Master’s degree. Maximum diversity sampling, one of the purposive sampling methods, was preferred in the determination of the study group, and the data obtained from the research were analyzed through content analysis. The five main themes determined based on the perceptions and experiences of the participants are listed as: “Digital technology usage, support for the digital transformation, support for technology-based professional development, support for digital learning culture, and digital leadership skills”. The results of the research revealed that the level of use of digital technologies by school principals during the COVID-19 pandemic was perceived as adequate by teachers. In addition, it was determined that school principals support digital transformation and technology-based professional development in schools. Furthermore, within the scope of the research, it was determined that school principals contribute to the construction of a digital learning culture in schools. The results of the study revealed that school principals’ digital leadership skills were clustered under three categories: technology use, managerial skills, and individual skills. As a result, in order to realize digital transformation within the context of K-12 education, school principals must first demonstrate their digital leadership and actively support the establishment of a digital learning culture in their schools.
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Hlukhota, V. "THEORETICAL ASPECTS OF A GEOGRAPHY TEACHER’S POLYCULTURAL COMPETENCE FORMATION." Ukrainian professional education, no. 9-10 (September 7, 2021): 167–75. http://dx.doi.org/10.33989/2519-8254.2021.9-10.263662.
Анотація:
Taking into account that a modern school is a place where representatives of different nations with unique national cultures, customs, psychological structures, and mentality study together, the paper emphasizes the polyethnic nature of education. It explains the importance of problems related to overcoming certain features and difficulties inherent in the relationship of participants in the educational process. These problems are due to the influence of behavioral stereotypes that are inherent in modern society.
In the current conditions, the task of forming a culture of moral relations, which are based on national and universal values, becomes especially relevant in schools with multinational students.
The problem of the peaceful coexistence of different peoples, cultures, and states is a necessary condition for the development of human civilization. The solution to this problem is impossible without the usage of new scientific approaches and concepts. The process of forming a free personality that is ready to live in an open multicultural space becomes especially relevant. In view of this, the task of vocational education is not limited to the formation of the necessary knowledge, skills, and abilities, but is to organize multicultural future geography teacher training and the formation of multicultural competence as a necessary and integrated personality trait. Therefore, the important tasks of modern education are the formation of multicultural competence, which, according to the Recommendations of the Council of Europe, are considered the basis of life in a modern globalized, pluralistic society. The concept of multicultural competence in the research of Ukrainian scientists is analyzed and the author’s definition of «multicultural competence» is formed in the article. The main aspects of multicultural competence are highlighted. These are knowledge, skills, and abilities. Various views of scientists on the structure of multicultural competence are studied. Based on these studies, the following components are identified, i.e., motivational, cognitive, activity, and practical. An example of multicultural competence formation through the study of geographical disciplines and the integrated course «Multicultural Geography» in higher education institutions is given. Prospects for further research in this area are highlighted.
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Plotnikova, A. A. "Nikita Il'ich Tolstoi and field ethnolinguistic studies of Polesye: To the 100th anniversary of Academician N.I. Tolstoi." Вестник Российской академии наук 93, no. 4 (April 1, 2023): 384–89. http://dx.doi.org/10.31857/s0869587323040102.
Анотація:
This article is dedicated to Nikita Il’ich Tolstoi—an outstanding Slavic linguist, specialist in the Bulgarian and Serbian languages, Old Church Slavonic language, Slavic dialectology, linguistic geography, lexicology and lexicography, traditional spiritual culture of the Slavs, the founder of Moscow ethnolinguistic school, and a full member of the USSR Academy of Sciences from 1987.
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Kuznietsova, A. O., and T. G. Kupach. "Regional aspects of the gastronomic heritage of Ukraine (development of a geography elective)." Constructive geography and rational use of natural resources 2, no. 2 (2022): 65–68. http://dx.doi.org/10.17721/2786-4561.2022.2.2-13/13.
Анотація:
The gastronomic heritage of a people is a unique tool for its identification and history, because it has absorbed all the features characteristic of different epochs of historical development. Ukrainian traditional dishes are a phenomenon of national culture, as they are preserved in the everyday life of most Ukrainians to this day. In addition, tourists from different parts of the world always prefer to taste Ukrainian borscht, varenyky, Poltava dumplings or Carpathian banush, because outside Ukraine, Ukrainian traditional cuisine is a certain brand associated with our state. When studying the gastronomic heritage of Ukraine, it is worth understanding that it is not only part of the cultural heritage, but also a resource for the development of the regional economy, so the relevance of its study is important not only from the point of view of preserving traditions. Gastronomic heritage is the basis for the development of gastronomic tourism in Ukraine. It is through tourism that we can popularize and promote national cuisine, traditions, thereby preserving their authenticity and uniqueness, create pleasant tourist associations and a gastronomic brand of Ukraine. In addition, the study of gastronomic heritage in secondary school should play an educational function, nurturing schoolchildren's love for native culture, traditions and customs. The study of gastronomic heritage in the system of school education plays an important role from the point of view of learning about the traditional culture of the people. Knowledge of gastronomic heritage fosters self-identification of Ukrainians, creates closer family ties, through which ancient recipes are passed down from generation to generation. Therefore, preserving culinary traditions and giving them important importance in the educational process will have a positive effect on the outlook and patriotic education of schoolchildren. It is also worth understanding that conducting optional classes, where gastronomic heritage will be studied, will contribute to the development of culinary skills.
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Poudel, Krishna Prasad. "Space of Geography Content in Social Studies of School Education Curriculum in Nepal." Third Pole: Journal of Geography Education 17 (May 23, 2018): 1–20. http://dx.doi.org/10.3126/ttp.v17i0.19979.
Анотація:
Social studies education (SSE) is placed among the major academic disciplinary subjects within the school curriculum even from the primary/basic to the secondary level. It is a compulsory subject in the Secondary Education Examination (SEE) as well as it was also in the School Leaving Certificate (SLC) Examination. Importance of the subject itself has no question, despite that the content inside the subject and the delivery of the subject to the student are the major concerns. By the principle, the SSE is the combination of knowledge, skill and values of the society. It is the composition of the academic disciplinary subjects of social sciences, such as, geography, history, sociology, anthropology, civics, economics, psychology, culture including numbers of social issues and agendas in an integrated form including the past events in the study enables and inspires students to understand the present and become the bona fide citizens. The present paper has focused the position of geography content in the social studies of school education curriculum in Nepal. It has been over viewed in the context of content incorporated inside the subject according to the grades from basic to the secondary level and the delivery systems in each chapter. At the end, the final outcomes have been summarized as a form of suggestions to improve the disciplinary development of geography content in the social studies of school education curriculum. The Third Pole: Journal of Geography Vol. 17: 1-20, 2017
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Kim, Taehoon. "Age culture, school-entry cutoff, and the choices of birth month and school-entry timing in South Korea." Journal of Demographic Economics 87, no. 1 (March 2021): 33–65. http://dx.doi.org/10.1017/dem.2020.16.
Анотація:
AbstractThis study explores how the distinctive Korean age reckoning, the Confucian age culture, and the school-entry-cutoff date affect the decisions of parents on both birth and school-entry timing for their children in Korea. There is a traditional method of age calculation in Korea that all people get one year older on January 1. Korea also has a distinctive age culture influenced by Confucianism. I find a substantial amount of birth and school-entry timing selections around the Korean age-cutoff date, January 1. The estimation results show that children born in January and February delayed school entry by 18.2–21.2 percentage points more than those born in November and December and 24% of births moved from one week before January 1 to one week after when the school-entry cutoff was March 1. After the school-entry cutoff has changed to January 1, children barely delay school enrollment, while more births are moved from December to January: 42% of births are shifted within the 7-day window. These behaviors are made by two motives: (1) parents want their children to have the same Korean age with their classmates because of the Confucian age culture; (2) they also want their children to be relatively older to have academic advantages.
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Walker, Susannah, Prasanna Kannan, Jasmin Bhawra, and Tarun Reddy Katapally. "Evaluation of a longitudinal digital citizen science initiative to understand the impact of culture on Indigenous youth mental health: Findings from a quasi-experimental qualitative study." PLOS ONE 18, no. 12 (December 21, 2023): e0294234. http://dx.doi.org/10.1371/journal.pone.0294234.
Анотація:
Background Indigenous youth in settler nations are susceptible to poor mental health due to complex intergenerational systemic inequities. Research has shown benefits of cultural connectedness for improving mental health; however, there are few studies which have evaluated the impact of culturally relevant mental health interventions, particularly among Indigenous youth. The purpose of this study is to assess the impact of a culturally-responsive, land-based, active living initiative on the mental health of Indigenous youth. Methods This quasi-experimental qualitative study is part of Smart Indigenous Youth (SIY), a mixed-methods 5-year longitudinal digital citizen science initiative. SIY embeds culturally responsive, land-based active living programs into the curricula of high schools in rural Indigenous communities in the western Canadian province of Saskatchewan. In year-1 (Winter 2019), 76 Indigenous youth citizen scientists (13–18 years) from 2 schools participated in the study. At the beginning of the term, each school initiated separate 4-month land-based active living programs specific to their culture, community, geography, and language (Cree and Saulteaux). Before and after the term, focus groups were conducted with the 2 Youth Citizen Scientist Councils, which included students from both participating schools. This study includes data from focus groups of one participating school, with 11 youth citizen scientists (5 boys, 6 girls). Focus group data were transcribed and analyzed by two independent reviewers using Nvivo to identify themes and subthemes. Both reviewers discussed their thematic analysis to reach consensus about final findings. Results Baseline focus group analyses (before land-based programming) revealed themes demonstrating the importance of Indigenous culture, identity, history, and language. Youth emphasized the impact of loss of language and culture, the importance of being a helper, and the necessity of intergenerational knowledge transfer. Follow-up focus group analyses (post land-based programming) indicated that cultural school programming led to students expressing positive mental health benefits, increased interest in ceremonies, increased participation in physical activity, and greater knowledge of culture, identity, and ceremonial protocol. Conclusions This novel qualitative quasi-experimental study offers a window into the future of upstream interventions in partnership with Indigenous communities, where Indigenous youth can be engaged in real-time via their digital devices, while participating in culturally-sensitive, land-based school programming that promotes culture, identity, and mental health.
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Yli-Panula, Eija, Eila Jeronen, and Sanna Mäki. "School Culture Promoting Sustainability in Student Teachers’ Views." Sustainability 14, no. 12 (June 17, 2022): 7440. http://dx.doi.org/10.3390/su14127440.
Анотація:
School culture includes values, principles, and criteria. It is an integral part of sustainability education, of which climate change education (CCE) is seen as a way to improve students’ ability to take action to mitigate climate change. This survey aimed to investigate Finnish student teachers’ views of factors important in implementing CCE in school culture and their abilities as teachers to promote CCE. Thirty-six student teachers wrote essays regarding the implementation of school culture and responded to a questionnaire concerning their ability to act as climate change (CC) educators and the challenges they identified in teaching and learning about it. Inductive content analysis was used to study the essays. In student teachers’ answers, six themes to implement in school culture were identified: elements, work community, teacher’s impact, students in the centre, actors outside the school, and challenges. The student teachers highlighted challenges, such as views that deny CC and challenge the transformation of school culture to support sustainable development. The suggested ways to support CCE in daily school life that were very concrete, such as recycling and food education. Student teachers found their own ability to act as climate educators to be relatively good. They identified challenges, especially in motivating students to learn about CC and to participate and take action towards a climate-friendly lifestyle. Students’ conflicting attitudes, values, and beliefs related to CC, reinforced by their inner circle, were seen as challenges in teaching and learning about CC. Despite these challenges, transforming a school culture to support CCE should be the goal of every school.
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Febriyanti, Anisa. "Implementation Multicultural - Based Education in Confucius Integrated School Playgroup, Kindergarten and Elmentary School Mulia Bakti Purwokerto." International Conference of Moslem Society 1 (October 24, 2016): 163–68. http://dx.doi.org/10.24090/icms.2016.2410.
Анотація:
Indonesia is one of the multicultural country. This can be seen from the multitude of religious differences, ethnic, geographic and cultural. The existence of various diversity that is owned by the people of Indonesia when not managed with good will generate conflicts.. Based on this, then needed a special strategy to solve the problem through various areas of education, economic, social and culture. Efforts must be continuously, systematic and sustainable. The planting of the values of diversity that effective can be done through the world of education. One of the alternative and efforts in take by Schools Integrated Confucius Playgroup, Kindergarten, and Elmentary School Mulia Bakti namely the implementation of the multicultural-Based Education. Integrated Confucius school Play Group and Kindergarten Standards Prostitutes is one of the schools that the multicultural because teachers and students consists of various differences in religion, race and culture.
Multicultural Education is a reform in the education sector toward learning and lead to the output of the students to reach the achievement. Multicultural Education is also a development of students potential optimally which can be realized with an equal education service. Education multukultural oriented more on equality, diversity, respect over the plurality of languages, religion, race, tribe, culture, etc.
Implementation of the multicultural-based education requires all elements of the teachers and the students, school principals and educators. The implementation of the multicultural education includes 5 dimensions: integration dimension, construction knowledge, reducing prejudice, education equivalent, and empowerment of the structure of the school.
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Heryatun, Yayu, and Tri Ilma Septiana. "Pre-service teachers’ emotion in teaching practicum." English Review: Journal of English Education 9, no. 1 (December 15, 2020): 61–68. http://dx.doi.org/10.25134/erjee.v9i1.3779.
Анотація:
This present study involved two novice pre-service teachers who had teaching practicum. It focused on their emotion during two-months teaching practicum. Their emotion dealt with personal geography as well as professional geography. The results revealed that pre-service teacher had emotional experience positively and negatively. The emotional experience that pre-service teachers had in personal geographies starting from nervous, anxious, scared, guilty, shame, self-doubt and being oppressed to being calm, being enthusiasm to teach, having self-confidence and having good rapport with school citizens. Meanwhile, in term of professional geographies, pre-service teachers’ emotions were various, ranging from how to adopt theory to practice, confused how to interpret mentor teachers’ feedback to being disciple, learning how to both design lesson plan and manage classroom, learning to dress well and keeping good relation to students, mentor teacher, supervisors, and school staffs. In addition, this study found the culture influence on pre-service teachers personally and professionally. The Indonesia culture to respect senior emerge during teaching practicum such different social status between student and teacher, tendency to underestimate the value of quality and achievement.
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Tabe, Toshimitsu, and Koji Ohnishi. "A trial map and GIS class on junior high school with university collaboration in Yokohama, Japan." Proceedings of the ICA 1 (May 16, 2018): 1–3. http://dx.doi.org/10.5194/ica-proc-1-109-2018.
Анотація:
On the new curriculum of high school in Japan, geography will be compulsory subject in Japan from 2022. The indexes of new high school geography as compulsory subject will be 1. Using of maps and GIS, 2. Understanding of the world and International collaboration: Life and culture, issues of world, 3. Disaster prevention and ESD: natural environment and disaster, and construction of ideal society. The instruction of the GIS will be one of the issues for social studies teachers in the new curriculum. The aim of this study is to make the utilize map and GIS education content through trial class in junior high school. Trial class was done on Tsurugamine junior high school in Yokohama city with university and Yokohama city school board collaboration. In the trial class, the teacher indicated the old and new topographical maps to students and asked them to consider the characteristics of the area and the land use change. Transparent sheets overlaying is useful this activity. Transparent usage indicated the GIS function of overlay. It is good activity for students to understand the function of GIS. After the considering land use changes, they considered the future of their town. The several unused lands are spread in this area. Students present their opinions how to develop them. The important thing to carry out map and GIS class through neighborhood area is preparation of adequate maps. For this preparation, collaboration with university geography stuffs or undergraduate students are effective.
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Rokhmah, Ummi Nur, and Misbahul Munir. "IMPLEMENTASI BUDAYA SEKOLAH BERWAWASAN LINGKUNGAN DALAM MEMBENTUK KARAKTER PEDULI LINGKUNGAN SISWA SEKOLAH DASAR." Muallimuna : Jurnal Madrasah Ibtidaiyah 7, no. 1 (October 20, 2021): 63. http://dx.doi.org/10.31602/muallimuna.v7i1.5314.
Анотація:
The purpose of this study is describe implementation of environmental school culture for shaping character environmental care students at SDN Temas 01 Batu. This study used a qualitative approach with descriptive research. The study is conducted in SDN Temas 01 Batu with the subject of his research is the principal, 3 teachers, 4 students, 1 janitor, 1 cafeteria guard and 2 parents of students. Data is collected through interview, observation, and documentation. Data analysis is carried out through 3 stages, datareduction, data display and verification. The validity of the information is tested by triangulation of techniques and triangulation of sources. The research results show that environmental school culture is implemented through 3 steps, planning, implementation and evaluation. Planning activities are forming school environmental management team, making environmental studies and planning environmental actions. Activities carried out during implementation are make environmental policies, implement environmental based curricula, conduct participatory based environmental activities, and manage environmental supporting facilities. The success of the implementation is evaluated by monitoring the state of biodiversity in schools, electricity bills and spending on purchasing office stationery, weighing the amount of waste and monitoring students' ability to manage the environment in terms of cognitive, affective and psychomotor aspects. The supporting factor that influences the implementation of an environmental school culture is the location of the school which is in a location that is still beautiful and gets a lot of support from outside parties. While the inhibiting factor is limitation of budget, there are still students who lack awareness in sorting waste and there is still a lot of plastic waste in schools.
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Bariroh, Siti. "Pendidikan Multikultural Upaya Membangun Keberagaman Inklusif di SMA Negeri 1 Bumiayu Kabupaten Brebes." International Conference of Moslem Society 1 (October 24, 2016): 197–206. http://dx.doi.org/10.24090/icms.2016.2417.
Анотація:
The people of Indonesia are heterogeneous, in terms of religion or kepecayaan, culture, ethnicity, language and culture, because Indonesia is a country that Berbhineka Tunggal Ika, with a classification of social, cultural and excellence culture and geography, is one of the biggest advantages of a multicultural world , The roots of multicultural education, coming from intensive care to spread the views on the importance of the background of learners, both in terms of aspects of culture, ethnicity and religion. Educational attention in earnest background of learners is the forerunner for the emergence of multicultural education.
Multicultural education is composed of two terms, namely education and multicultural. Education means the development process and the attitude of a person or group of conduct in an attempt to mature through teaching, training, processes, and how to educate. Multicultural interpreted as cultural diversity, a variety of politeness. The concept of multicultural education in the journey widespread, especially countries that have ethnic diversity, rationalism, religion and culture like Indonesia.
SMA Negeri 1 Brits Brebes are public school students come from various backgrounds, ranging from the academic year 2011-2016 has been practicing multicultural education, given its students are not from the same religion, namely Islam, but there are also students who are non-Muslims are Catholic and Protestant, with an approach and interviews with parents guardians and students, they are welcomed, the provision of teaching of religious education non-Muslims, and runs well without any intimidation and discrimination, because the kids are already observed by the schools in following the teachings of his religion, although in the District brebes no teacher of Religious Education in addition to Islam, with the help of the church, can run smoothly, from planning, mobilization, organization and evaluation and control are done by the school, school committees and offices of National Education and Ministry of Religious Affairs Brebes Brebes.
In this research use, qualitative research methods, by presenting a wide range of anchovies in favor, with the data collection through: observation, interviews, and questionnaires to the school principal, school committees, teachers Muslims and non-Muslims, and elderly parents are Muslim and non-Muslims, as well as the students were Muslims and non-Muslims to Obtain valid the data, the number of students taking the population of parents and guardians are non-Muslims, principals, school committees and teachers partly that Muslims and non-Muslims.
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Hantzopoulos, Maria, Rosa L. Rivera-Mccutchen, and Alia R. Tyner-Mullings. "Reframing School Culture through Project-Based Assessment Tasks: Cultivating Transformative Agency and Humanizing Practices in NYC Public Schools." Teachers College Record: The Voice of Scholarship in Education 123, no. 4 (April 2021): 1–38. http://dx.doi.org/10.1177/016146812112300404.
Анотація:
Background/Context In the last two decades, high-stakes testing policies have proliferated exponentially, radically altering the broader educational landscape in the United States. Although these policies continue to dominate educational reform agendas, researchers argue that they have not improved educational outcomes for youth and have exacerbated inequities in schooling across racial, economic, geographic, and linguistic lines. Alternative project-based assessments, like ones used by the New York Performance Standards Consortium (Consortium) are one type of practice to have shown promise in aiding in the creation of humanizing and transformative educational spaces. Purpose/Objective/Research Question/Focus of Study This article examines how teachers and students make meaning of their experiences transitioning away from high-stakes standardized tests to project-based assessment tasks (PBATs) and specifically considers the role that PBATs might play in shaping school culture. Drawing from three years of data collection at 10 New York City public high schools new to the Consortium, we discern how students and teachers negotiate this shift, paying attention to the ways in which PBATs fostered transformative and humanizing pedagogies and practices. We raise the following questions: How can schools that use project-based assessment reinvigorate school culture to address enduring inequities that persist in schools? How might PBATs reframe schools to be more humanizing and transformative spaces? Research Design We used multiple methods to understand how project-based assessment shapes school culture and curriculum in these transitioning schools, and drew from qualitative and quantitative traditions. The research involved: (1) a historical inquiry into the role of the Consortium in school reform; (2) a broad investigation of the 10 schools transitioning into the Consortium (including three rounds of annual surveys with teachers and administrators); (3) three in-depth focal case studies of transitioning schools (including observations, interviews with teachers, and surveys with students); and (4) surveys with experienced teachers new to established Consortium schools. Conclusions PBATs are a useful tool to engage students and teachers more actively as participatory actors in the school environment, particularly when overall school structures collectively support its integration. Although there were inevitable challenges in the process of transition, our data suggest that the school actors mediated some of these tensions and ultimately felt that PBATs helped create more dignified spaces for youth. By anchoring the assessment process in the concept of transformative agency, we consider how the transition to PBATs might reinvigorate school culture, redress harmful systemic injustices, and serve as a necessary part of school reform and education policy.
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Banton, Michael. "Culture contact in the nursery school (a review article)." New Community 13, no. 2 (September 1986): 297–300. http://dx.doi.org/10.1080/1369183x.1986.9975982.
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Ariawan, Soni. "CULTURAL ASPECTS REPRESENTATION IN ENGLISH TEXTBOOK AND ITS IMPLICATION ON ENGLISH LANGUAGE LEARNING." JOURNAL OF ADVANCED ENGLISH STUDIES 3, no. 1 (February 29, 2020): 7. http://dx.doi.org/10.47354/jaes.v3i1.82.
Анотація:
Abstract. The present study investigates cultural aspects representation in an English textbook prescribed for senior high school in Indonesia which is officially published by Ministry of Education and Culture in 2017. The study aims to explore cultural aspects revealed in the textbook by employing Byram’s checklist of cultural dimensions and Cortazzi and Jin’s categories of culture as the theoretical frameworks. The data for analysis is selected from the textbook which includes conversations, reading texts and visual elements. The inclusion of national identity is pivotal for learners since the textbook is prescribed for senior high school students who are tremendously curious to determine their own characters. Regarding cultural aspects representation or categories, source culture or Indonesian culture is the most prominent with 61.2%, while target culture and international target culture achieve 19.8% and 14.9% respectively. The presence of source culture encompasses social interaction, school and family environment, national identity and national history as well as national geography. Where the target culture is concerned, the United States of America is the most highly represented inner circle country’s culture in the textbook, while India and Japan are the countries primarily represented in the international target culture category. The inclusion of source culture in the English textbook is fundamental since culture teaching can improve learners’ communicative competence; however, the representation of target culture and international target culture is also crucial to achieve linguistics as well as cultural competence. It is concluded that English textbook in Indonesia is on the way to its perfection in terms of proportionally represented cultural aspects. However, the presence of various cultural aspects of source culture, target culture and international target culture is also important to help students develop multicultural awareness and a certain level of respects as well as tolerance for others. in the use of student’s diary as well is presented as the implication of this research for further related studies.