Suchergebnisse

Education in agendas, politics and policies at a global level, has been recognized as both a, civil and human right. At this point, there are a vast amount of documents supporting this claim, yet a recent declaration on education, specifically Education 2030: Towards inclusive and equitable quality education and lifelong learning for all explicitly suggests that "education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights" (UNESCO, 2015, iii). In that context, education is a right per se, and pillar for other rights in regards to one's well-being. This dual nature in educational rights sometimes leads to misinterpretations, indicating the need for interdisciplinary research which could contribute to emerging social dialogues between individuals (parents, children, teachers etc.) and societal structures, especially politics and law. Therefore, in the last 10 to 15 years, scholars have increasingly shown interest for research in the educational arena, with emphasis on the children's perspective, concluding that children's rights in an educational setting are question of quality of life, not just of particular child, but quality of life of its family, and society in general. In the heart of the educational arena are, children and teachers, which make their interpersonal relationships fundamental quality issues. Relationships with peers, teacher and children interaction, relationship between teachers as co-workers, and quality of partnership with parents and local communities are contexts in which children rights come to life, i.e. education is a real-life context in which children can exercise their rights. To contribute to this issue, Faculty of Education in Osijek and Ombudsman for Children Croatia have prepared a monograph "Children's rights in Educational Settings".

There is an old proverb which says "Give a man a fish, and you feed him for a day. Teach a man to fish, and you feed him for a lifetime", the connotation of the proverb is to help somebody do something on his or her own; this can be a perfect basis for teaching a language. Autonomy is a concept which transcends beyond learning and is not only limited to educational settings. When people exert independence in their work, new horizons will be opened to them and they will be more susceptible to succeed in their lives. Teachers are not available throughout students' lives; therefore, students must learn how to learn and how to be independent from their teachers. In today's world with Corona pandemic in most countries, though many students receive off-line contents from their teachers, if they do not accept responsibility for their own learning, no fruitful upshots will be gained in their studies. Thus, it is mandatory for students to know what to learn and how to learn; in other words, they should practice autonomy in learning. The role of teacher in guiding learners toward gaining learners autonomy stands out. In a successful education system, there are many non-stop researches conducted to enhance the quality and efficiency of education. The present research tried to make some contribution and move in line with this purpose and to provide a compendium of information about ways to foster learner autonomy in educational settings.

Chapter 1. Space, Place, and Educational Settings: An Introduction -- Chapter 2. Knowledge Society, Educational Attainment, and the Unequal City: A Sociospatial Perspective -- Chapter 3. Educational Inequality and Urban Development: Education as a Field for Urban Planning, Architecture and Urban Design -- Chapter 4. Bringing the Full Picture Into Focus: A Consideration of the Internal and External Validity of Charter School Effects -- Chapter 5. Neighborhood Effects, the Life Course, and Educational Outcomes: Four Theoretical Models of Effect Heterogeneity -- Chapter 6. Space, Marginality, and Youth in Urban Spaces: Pedagogical Practices in the Quartieri Spagnoli -- Chapter 7. Fragmented Geographies of Education: Institutions, Policies, and the Neighborhood -- Chapter 8. When School Comes to Community: Considering the Socioethnic Environment in Educational Reform for Gypsy Populations in a French City -- Chapter 9. Bringing the Local Back In: How Schools Work Differently in Different Neighborhood Contexts -- Chapter 10. Setting Aside Settings: On the Contradictory Dynamics of "Flat Earth", "Ordinalization" and "Cold Spot" Education Governing Projects.

Objectives: The goal of this research is to investigate the scientific basis for integrating neuroscience in general, and cognitive neuroscience in particular, into the field of educational leadership. In recent decades, the scientific community has shown a great interest in integrating neuroscience into higher education and the many levels of leadership education and decision-making that are crucial to a range of educational difficulties that leadership leaders are called upon to handle. Methods/Analysis: The present effort involves a systematic review of research publications published in the preceding two decades after a keyword search of reputable international databases. This review incorporates papers from Scopus, PubMed, Elsevier, and PsycINFO databases. The terms neuroleadership and education were used in combination with the four subfields outlined in the research: Among them are decision-making and problem-solving abilities, emotional control, cooperation and influence with others, and facilitation of change. Findings: The review's results underscore the vital relevance of neuroscience integration into educational leadership difficulties and highlight ethical concerns regarding its deployment in educational settings. Novelty /Improvement: The novelty of this work is that it conducted a review of the literature on neuroleadership using a combination of executive function parameters, more precisely cognitive flexibility, decision-making, problem-solving, emotional regulation, the mirror neuron system, and behavioral data from studies conducted in educational and administrative settings. Doi: 10.28991/ESJ-2022-06-04-016 Full Text: PDF

An analysis was conducted of the effectiveness of a multicomponent intervention designed to increase the social inclusion of three elementary-aged students with disabilities who were full-time members of general education classrooms. The intervention package included: (a) provision of information to classmates about the communication system and adapted curriculum and materials of the student with disabilities during natural opportunities, and regularly scheduled class meetings; (b) identification and utilization of various media (including "conversation books") that could serve as the basis for interactive exchanges between the focus students and others; and (c) facilitation by educational staff of social exchanges between students and their classmates through the establishment of "partner systems," arrangement of interactive activities across the day, and prompting and interpreting communicative exchanges when necessary. All aspects of the intervention, with the exception of the weekly class meetings, were implemented by educational staff including the general education teachers, inclusion support teachers, and instructional assistants. Analyses of the interaction patterns between the focus students and others suggsted that implementation of the social support package facilitated increased exchanges with peers that were more "balanced," with the focus students more often initiating the interactions and providing information, rather than receiving communication or assistance. In addition comparisons of the interactions between the focus students and their peers with those of selected classmates revealed closer approximations to typical student-student exchanges during the intervention versus baseline condition. Finally, the social validity of changes in interaction patterns between the focus students and their classmates was evaluated.

Counselling is a purposeful understanding of a person so as to promote self-understanding in that person. There is an urgent need of introducing and strengthening the counselling service in the schools and colleges to meet the various needs of the students. Along with the intellectual development, proper motivation and clarification of goals and ideas to pupils in conformity with their basic potentialities and social tendencies are important for the total development of the student. Professional counsellors in educational settings ought to develop and deliver comprehensive counselling programme supporting and promoting student achievement, which should include a systematic and planned programme delivery involving all students and enhancing the learning process. This study is based on the review of secondary literature in an attempt to highlight the utmost relevance of counselling services in an educational setting.