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Chapter 1 Student voices on social exclusion in general primary schools (Book chapter)

Authors: --- ---
ISBN: 9780367209186 9780429264184 Year: Pages: 22 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2019-06-05 11:21:02
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Advocates of inclusive education argue that the social inclusion of&#xD;students with special educational needs (SEN) increases when they&#xD;are educated with typically developing peers. However, research&#xD;indicates that this is not apparent for all students with SEN. Students&#xD;with social, emotional and behavioural diffi culties (SEBD) are often&#xD;socially excluded. To understand the situation of these students,&#xD;their voices should be heard. The aim of the current explorative study&#xD;was to gain insight into: (1) the experiences of students with SEBD&#xD;regarding victimisation and social exclusion, and (2) the approaches&#xD;they applied and preferred resolving social problems. We conducted&#xD;semi-structured interviews with 28 socially excluded students from&#xD;grades 5 and 6, attending general ( N = 6) and segregated special&#xD;( N = 21) primary education. The participants were prompted to&#xD;talk about their own experiences using hypothetical scenarios. The&#xD;interviews were analysed using a multi-grounded theory approach.&#xD;The results show that students preferred diff erent approaches to&#xD;resolving these social problems than the applied approaches. They&#xD;would have liked to have seen their peers and teachers to show more&#xD;initiative. In line with these results, the need to listen to the students’&#xD;voices are emphasised.

My Decade at Old Sun, My Lifetime of Hell

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Book Series: Our Lives: Diary, Memoir, and Letters ISSN: 1921-6653; 1921-6661 ISBN: 9781771991759 9781771991766 9781771991773 Year: Pages: 194 DOI: 10.15215/aupress/9781771991759.01 Language: English
Publisher: Athabasca University Press
Subject: Sociology
Added to DOAB on : 2017-03-06 23:29:19
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Arthur Bear Chief suffered both sexual and psychological abuse during his time at Old Sun Residential school in Gleichen on the Siksika Nation. My Decade at Old Sun, My Lifetime of Hell is a of chronological vignettes that depict the punishment, cruelty, and injustice that Arthur endured at Old Sun and then later relived in the traumatic process of retelling his story in connection with a complicated claims procedure.Late in life, after working for both the provincial and federal government, Arthur returned home to Gleichen. It was there that he began to reconnect with Blackfoot language and culture and to write his story.

Embodying the Vedas. Traditional Vedic Schools of Contemporary Maharashtra

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ISBN: 9783110517323 9783110517316 Year: Pages: 288 DOI: 10.1515/9783110517323 Language: English
Publisher: De Gruyter
Subject: Religion
Added to DOAB on : 2018-02-19 13:34:29
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Popularly Hinduism is believed to be the world’s oldest living religion. This claim is based on a continuous reverence to the oldest strata of religious authority within the Hindu traditions, the Vedic corpus, which began to be composed more than three thousand years ago, around 1750–1200 BCE. The Vedas have been considered by many as the philosophical cornerstone of the Brahmanical traditions (āstika); even previous to the colonial construction of the concept of “Hinduism.” However, what can be pieced together from the Vedic texts is very different from contemporary Hindu religious practices, beliefs, social norms and political realities. This book presents the results of a study of the traditional education and training of Brahmins through the traditional system of education called gurukula as observed in 25 contemporary Vedic schools across the state of Maharasthra. This system of education aims to teach Brahmin males how to properly recite, memorize and ultimately embody the Veda. This book combines insights from ethnographic and textual analysis to unravel how the recitation of the Vedic texts and the Vedic traditions, as well as the identity of the traditional Brahmin in general, are transmitted from one generation to the next in contemporary India.

Students at Risk of School Failure

Authors: ---
Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889455911 Year: Pages: 594 DOI: 10.3389/978-2-88945-591-1 Language: English
Publisher: Frontiers Media SA
Subject: Science (General) --- Psychology
Added to DOAB on : 2019-01-23 14:53:43
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The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables.In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.

Rethinking Schooling

Authors: ---
Book Series: Education Heritage ISBN: 9780203963180 9780415407441 9781138881099 9781134133956 9781134133949 9781134133901 Year: DOI: 10.4324/9780203963180 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2019-11-08 11:21:13
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Taking a collection of seminal articles from the Journal of Curriculum Studies, this book offers readers a vantage point for thinking about the worlds of schools and curricula, focusing in particular on the concept of seeing schools, curricula and teaching in new ways. Each of the chapters sheds fresh light on the ways of thinking the aforementioned. Themes include: classrooms and teaching pedagogy science and history education school and curriculum development students’ lives in schools. Written by an international group of distinguished scholars from Britain, North America, Sweden and Germany, the chapters draw on the perspectives offered by curriculum and pedagogical theory, history, ethnography, sociology, psychology and organisational studies and experiences in curriculum-making. Together they invite many questions about why teaching and curricula must be as they are. Rethinking Schooling provides new futures for education and alternative ways of seeing them.

Policing Gender, Class And Family In Britain, 1800-1945

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Book Series: Women's and Gender History ISBN: 9780203993668 9781857281880 9781138978669 9781135369279 9781135369262 9781135369224 Year: DOI: 10.4324/9780203993668 Language: English
Publisher: Taylor & Francis
Subject: Social Sciences --- Sociology
Added to DOAB on : 2019-11-08 11:21:15
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This book is intended for undergraduate courses on modern British history, women's history, courses on family, sexuality and childhood. Women's studies, history of education, sociology.

A Socially Critical View Of The Self-Managing School

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ISBN: 9780203973882 9780750702126 9780750702133 9781135721169 9781135721152 9781135721114 Year: DOI: 10.4324/9780203973882 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2019-11-08 11:21:31
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The shift from the model of central government educational control to school- based management has been widely adopted and acclaimed and has created the general impression of increased democracy and participation.; The international contributors to this book tackle this important policy issue and look behind the scenes of the moves towards school self- management. They investigate the phenomenon of the self-managing school, Why It Is Happening Now, What Is The Truth Behind This Notion And The problems which lie behind devolution and self-management.; The self- managing school, it is claimed is not about "grassroots democracy" or "parent participation" but absolutely the reverse and this contradiction is best understood in terms of the ideology of the New Right. Enlightened and informed perspectives of the reality behind school self-management suggest that the devolution of power is only superficial. Hierarchies continue to exist as unequally funded schools which perpetuate class, gender and ethnic divisions. The mechanism involved promotes the Survivial Of The Fittest Through Notions Of Choice.; For Those Involved in school management and education generally, this book should provide a useful insight into the struggle surrounding the control of schooling.

Quest to Learn

Authors: --- --- --- --- et al.
ISBN: 9780262294171 9780262515658 Year: Pages: 164 Language: English
Publisher: The MIT Press
Subject: Computer Science --- Education --- Science (General)
Added to DOAB on : 2019-01-17 11:41:34
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The design for Quest to Learn, an innovative school in New York City that offers a “game-like” approach to learning. Quest to Learn, an innovative school for grades 6 to 12 in New York City, grew out of the idea that gaming and game design offer a promising new paradigm for curriculum and learning. The designers of Quest to Learn developed an approach to learning that draws from what games do best: drop kids into inquiry-based, complex problem spaces that are built to help players understand how they are doing, what they need to work on, and where to go next. Content is not treated as dry information but as a living resource; students are encouraged to interact with the larger world in ways that feel relevant, exciting, and empowering. Quest to Learn opened in the fall of 2009 with 76 sixth graders. In their first semester, these students learned—among other things—to convert fractions into decimals in order to break a piece of code found in a library book; to use atlases and read maps to create a location guide for a reality television series; and to create video tutorials for a hapless group of fictional inventors. This research and development document outlines the learning framework for the school, making the original design available to others in the field. Elements in development include a detailed curriculum map, a budget, and samples of student and teacher handbooks.

Komplexität modellieren - Faktorenanalyse am Scheideweg

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ISBN: 9783863950132 Year: Pages: 184 Language: German
Publisher: Universitätsverlag Göttingen
Subject: Internal medicine --- Psychology --- Science (General)
Added to DOAB on : 2011-11-04 00:00:00
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The present study aims at disclosing a methodological prejudice which has misled factor analysis since its beginning. Simple structure, the guiding principle for factor rotation (Thurstone, 1935/1947), is regarded as a questionable dogma. The Thurstone principle impedes the discovery of latent sources of variance on which manifest empirical variables are based. This criticism is elucidated by theoretical considerations and by verbatim quotations of critical authors. The present calamity of factorial research is deemed to be due to general flaws of methodical reasoning. One-sided mathematical formalization in the discipline has lost its objectives by ignoring ordinary sources of knowledge and linguistic processing. The problem of simple structure cannot be solved by circumplex- and structural equation procedures which suffer from the same flaws as simple structure modelling. A paradigm change is overdue. An alternative factor transformation modeling complex structures is demanded, it will be delineated in chapter 2. This chapter is a sequel of chapter 1 (Ertel, 2009) in which varimax, the procedure of factor rotation commonly used to generate simple structure, is replaced with varimin. Varimin aims at manifesting interacting aspects of latent structural components. The model of complexity which is outlined by initial factor extractions is optimized. The new method raises a number of issues of which five are discussed at length. Are varimin factors interpretable Can latent sources of covariance, being complex already by initial solutions, be rendered more complex? Have simple structure solutions in common practice not been tolerable, to say the least? Varimin factor loadings are often bipolar. How to interpret the bipolarity of varimin factors? Does varimin reveal contributions of variance originating from methodical sources? Ten empirical applications of varimin transformation serve as examples. Particular features of transformation to complex structure, revealing latent sources of covariance (by varimin), are compared with pertinent results obtained from transformations to simple structure (by varimax). Varimax will remain useful merely for clustering objectives. Attention is also drawn to limitations of the methodical innovation. Eighteen matrices with intercorrelations of eight subtest variables of the intelligence test I-S-T, widely used in Germany, were subjected to principal component analysis, the resulting factors were rotated by varimin towards optimal complex structure. The 18 varimin solutions were aggregated, two factors resulted: Varimin-F1 represented a general factor g (‘general or basic intelligence’), varimin-F2 represented an achievement-modifying factor, obviously dependent on preceding educational training and learning (‘learning assets’, l). The validity of varimin-F1, general intelligence, was ascertained by high correlations between g and test scores of general intelligence, operationalized by culture-free tests CFT und FRT. The interpretation of varimin-F2 found support by significant correlations with learning-dependent school grades and scores in orthography and arithmetic. The 18 PCA-factors were also transformed by varimax to simple structure. This transformation caused a splitting up of initial g into two seemingly separate factors, called ‘fluid’ and ‘crystallized’ intelligence by convention. In addition, differences between varimax F1 (fluid) and F2 (crystallized) regarding correlations with external criteria (general intelligence vs. school grades, training scores in orthography and arithmetic) which should have emerged were missing. The aggregate of varimax results yielded an unexpected third factor with considerable weight which, however, turned out to be an artifact of simple structure. Apparently, simple structure modelling of intelligence test data blends general intelligence with learning effects. Rotation of intelligence data to simple structure does not reveal, as it should, independent c

37 A Systematic Literature Review of Game-based Learning and Gamification Research in Asia (Book chapter)

Book title: Routledge International Handbook of Schools and Schooling in Asia

Authors: ---
ISBN: 9781138908499 9781315694382 Year: Pages: 25 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2018-04-25 11:01:55
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The main purpose of this research is to conduct a systematic literature review of research studies on game-based&#xD;learning and gamification conducted in Asian K–12&#xD;schools. Through this review, we intend to present a comprehensive analysis of what the body&#xD;of accumulated research informs us of the impact of games in Asian educational settings and to&#xD;draw implications for future research directions.

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