The aim of this paper is to investigate children's views and experiences of democracy and pupil participation in relation to everyday school life, and to let their voices be heard on these issues. The data for this paper was derived from two ethnographic research projects conducted in three elementary schools in Sweden. In the classes investigated at two of the three schools, the adults are those who make decisions about school and classroom rules. Pupils are seldom given any opportunity to create, modify or repeal formal rules through open negotiations. In contrast, at the third school, children's influence and their ability to have a say are an important explicit goal for the teachers. Nevertheless, as well as in the two other schools, even in this school with the declared goal of working with democracy in this way, we found obstacles and limitations that counteracted school democracy: (a) discontinuity, (b) the long-term interaction pattern of teacher power and pupil subordination in the school organisation, which in turned encouraged and educated compliance with authority rather than deliberative democratic participation, (c) naive trust in teachers, (d) the school process of suppressing children's voices, and (e) unfair inconsistencies constructed by teachers.
On May 21, 2011, precisely when the president of Chile Sebastían Piñera was ready to address the Chilean parliament regarding legislative initiatives for the upcoming year, more than 20,000 students gathered outside the parliamentary building calling on the government to address problems within the education system. Diego Vela, president of FEUC, a prominent student organization, stated the following: "Since it is a year with presidential and parliamentary elections, it opens up the opportunity to influence the main platforms and look for structural changes" (I Love Chile). President Piñera's speech, however, ignored student demands, and consequently students intensified their campaign by announcing new rallies and threatening an indefinite strike if government did not meet their demands. Students began overtaking schools and universities. Books were burned and school desks were used to barricade school entrances (Guzman-Concha 2013, 413-414).
Front Cover -- Title Page -- Copyright Page -- Contents -- Introduction -- Timeline -- 1 A (Very) Brief History of Scottish Schools -- 2 A Curriculum for Excellence? -- 3 Closing the Attainment Gap -- 4 Making Sense of the Statistics -- 5 A Crisis in our Classrooms? -- 6 Coping with Covid -- 7 Finding Out What Works -- 8 Building Back Better -- 9 Conclusions -- More Ideas for Improving Scottish Education -- Selected Data Sources -- Acknowledgements -- Back Cover.
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In: The future of children: a publication of The Woodrow Wilson School of Public and International Affairs at Princeton University, Band 2, Heft 1, S. 85
This article describes a successful approach for tracking a highly mobile group of junior high school transferees and thereby minimizing attrition in a longitudinal study of adolescent behavior. Students were tracked through the home or the new school. When students were located through the latter route, we sent the surveys directly to the school itself instead of askingfor a home mailing address. This approach avoided asking school officials to give out personal information and enhanced the likelihood of the survey being delivered. Overall, the tracking effort cut nonresponse attributable to between-school mobility by two-thirds and reduced the attrition rate by one-half. The new-school strategy, which was a particularly effective technique for finding student transferees, accounted for a significant proportion of that improvement.
В статье рассматривается готовность детей к обучению в общеобразовательной школе как важное условие успешного перехода ребенка от дошкольной ступени образования к школьному обучению. Актуальность исследуемой проблемы обусловлена необходимостью формирования у детей старшего дошкольного возраста готовности к обучению в школе. Исследование выполнено на основе применения общенаучных теоретических методов: анализа, синтеза, обобщения, конкретизации, классификации. В процессе подготовки статьи анализировались нормативно-правовые документы, регламентирующие сферу дошкольного образования, научная психолого-педагогическая литература по теме исследования. Результаты исследования свидетельствуют о том, что в понятие школьной готовности ученые включают разные содержательные компоненты. Это объясняется многомерностью исследуемого понятия. Авторами статьи сделан вывод о том, что школьная готовность (готовность к обучению в общеобразовательной школе) - это личностное интегральное новообразование старшего дошкольного возраста и одновременно предпосылка к учебной деятельности, указывающая на способность ребенка перейти на ступень школьного обучения. Конкретизируется данное понятие в определении сущности и содержания отдельных видов готовности к обучению в школе (физическая готовность, психологическая готовность, эмоционально-волевая готовность и др.). Структура школьной готовности представлена шестью основными содержательными компонентами: физическим, знаниевым, когнитивным, коммуникативным, личностным и эмоционально-волевым. This article discusses the readiness of children to school as an important condition for a child's successful transition from the preschool stage of education to schooling. The relevance of the problem under study is due to the need to form children's readiness to study at school. The study is based on the application of general scientific theoretical methods: analysis, synthesis, generalization, specification, classification. In the process of preparing the article, the authors considered the normative legal documents regulating the sphere of preschool education, scientific psychological and pedagogical literature on the research topic. The results of the study show that scientists include different content components in the concept of school readiness. This is explained by the multidimensionality of the concept under study. The authors of the article come to the conclusion that school readiness (readiness to enter comprehensive school) is a personal integral new formation of senior pre-school age and, at the same time it is a precondition of learning activity showing ability of a child to pass to the stage of school education. This concept is concretised in determining the essence and content of individual types of readiness to school (physical readiness, psychological readiness, emotional and volitional readiness, etc.). The structure of school readiness is represented by six main content components: physical, knowledge, cognitive, communicative, personal, and emotional-volitional.
Includes: The East Central states : special geography of Ohio, Indiana, Illinois, Michigan, and Wisconsin. : designed to accompany Swinton's Grammar-school geography. ; Mode of access: Internet.
Implementation of religion policy in schools has provoked contradictions and contestations in South Africa and across the globe. Reports on costly and protracted court cases and legislative battles between schools and parents as well as between schools and departments of education over religion in schools have been increasing at an alarming rate. In this article, I highlight some of the school management issues involved in the implementation of religion-in-education policy in some selected South African schools. Based on mediation theory, the study used individual interviews to gather data from 12 school principals, who were purposively selected regarding their experiences on the implementation of the religion-in-education policy in their schools. The study revealed that, despite the challenges raised by the implementation of the religion-in-education policy, the majority of the participating school principals displayed the qualities of a transformative mediator. I therefore recommend that school leadership programmes for school leaders offer mediation, and transformative mediation in particular, as a leadership and management course. Additionally, the teaching should focus on transformative mediation as a strategy that school principals can use to solve problems and handle disputes in schools. This is important because transformative mediation has potential benefits to the field of education.Keywords: conflict resolution; mediation; policy implementation; religion in education; religious diversity; schools as legal persons
This article will track the difference in language, legislation, and provisions for English Language Learners (ELLs) in the United States from the years 1995 to 2020 with a focus on changes within different presidential administrations and how those administrations attempted to address the education and rights of these students. In the 1995 Annual Report for the US Department of Education Office for Civil Rights (OCR), during the Clinton Administration, several issues and solutions were discussed concerning the Civil Rights of what was referred to as Limited English Proficiency (LEP) students within US schools. Since then, several steps have been taken to achieve equity for these students, including major amendments to the Elementary and Secondary Education Act. In 2002, the Bush Administration signed into law the No Child Left Behind Act (NCLB), which intended to institute greater regulations for schools to ensure marginalized students, including English Language Learners (ELLs), are receiving adequate education and having issues taken into account in programming and tools. In 2015, the Obama Administration passed a new version of this bill titled the Every Student Succeeds Act (ESSA), which attempted to address out-of-date regulations from NCLB as well as institute new expectations for schools, additional support for teachers, and increase access to quality preschools. This article will look at the changes implemented by these Acts and their efficacy using governmental and non-governmental sources, including the OCR's 2020 Annual Report to compare current issues facing ELLs with those from 1995.This article will provide introductory literature on the issues related to English language learning in US schools, which we will build on in our timeline and discussion.
Public health "perspectives" position school-based drug education as a key site whereby public health imperatives can be brought to life through the "empowerment" of young people to take charge of their bodies to ensure their own good health. Foucauldian governmentality scholarship has been extremely useful in the task of critically examining these attempts to govern the population's health and drug use, drawing attention to the ways in which classrooms function as biopedagogical spaces where particular sorts of knowledge and truth are mobilized to produce subjects who are rational, autonomous, and "empowered" to make the "right" healthy, drug-free choices. Although the work of Foucault has helped in drawing attention to expert knowledges, discourses, and truths that operate in the production of "healthy" subjectivity, it has been less useful for exploring the affective, desiring, and embodied aspects of school drug education or for examining its potential side effects, including its impacts on bodily capacities, social relations, and empathy. In this article, then, we draw on the work of Deleuze and Guattari to build on and supplement these governmental approaches: to consider what actually happens, affectively, in classrooms when drug education biopedagogies are put into motion, and what implications this has for embodied relations beyond the classroom. We argue that by attending to the affective, desiring, and embodied aspects of school drug education, we get a more nuanced sense of the broader impacts of school drug education: how it functions as a biopolitical site and how it might affect upon health and well-being in ways not considered by discourses of public health nor those of governmentality.
AbstractSuccessful emergency planning and response requires the cooperation of a broad array of partners. The literature on collaboration and social networks provides conflicting predictions about how organizations choose partners. One tradition focuses on the powerful role of similarity (or homophily) as predicting partner choices. A contrasting tradition argues that rational organizations will choose partners both unlike themselves and unlike their other partners to ensure that each collaboration provides access to unique resources. This article starts with the question of how an organization whose primary responsibilities are not focused on emergency management chooses partners when they respond to and prepare for emergencies. Using a survey of school districts in Texas immediately following Hurricanes Katrina and Rita in 2005, the article assesses the priority of partner choice. The results indicate that school districts choose partners largely on the basis of strategic difference, though there is some evidence of homophily.
AbstractRecognizing both the need for youth‐focused acute mental health services and the barriers for low‐income families to access outside services, the RALLY Program expanded its services to include direct clinical services for students within the school setting. This article explores the challenges, strategies, and benefits of implementing a fluid range of formal and informal clinical interventions within RALLY's nonstigmatizing, developmental, and inclusive approach. Balancing insurance company demands with students' nonbillable needs requires diverse funding streams and responsive programming. Creative use of space, commitment to relationships, and flexibility of roles form the foundation of this approach. Through case studies, the author examines practical and creative applications of developmental theories adaptable to individual students' unique needs. The author concludes with recommendations to the field to strengthen nonstigmatizing services offered to address the holistic needs of youth at school.
Short-term group work in an elementary school provided an outlet for preadolescents undergoing the stress of their parents' divorce. Contact with peers in similar situations and the opportunity to play out their family dramas in a structured setting provided the catharsis needed for better management of classroom tasks.
This report includes current research projects by staff members and doctoral candidates in schools and departments of journalism of the U.S.A., together with theses accepted from candidates for the master's degree in journalism. Professor Price is a member of the journalism faculty at the University of Oregon.
This report includes current research projects by staff members and doctoral candidates in schools and departments of journalism of the U.S.A., together with theses accepted from candidates for the master's degree in journalism. Professor Price is a member of the journalism faculty at University of Oregon.