Kamala V. Mukunda, What Did You Ask at School Today? A Handbook of Child Learning: Book 2

The New Orleans Musicians Clinic (NOMC) was founded in 1998 to help sustain Louisiana's musicians in mind, body, and spirit by developing access to primary care, preventative health services, and social and occupational outreach. Before Katrina, an estimated 3500 professional musicians were living and performing in New Orleans, and the NOMC had 1,300 musician-patients treated by a volunteer network of more than 300 nurses and doctors within the LSU Medical School. Today, there are less than 1800 professional musicians, who now struggle to survive as part-time musicians, and the Clinic likewise has changed to meet new and increasing demands for its services.

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Speaking English – Understanding the Aboriginal Learner’s Problems

The Aboriginal Child at School ◽

10.1017/s0310582200009573 ◽

1978 ◽

Vol 6 (1) ◽

pp. 25-33 ◽

Cited By ~ 1

Author(s):

J.W. Harris

Keyword(s):

First Language ◽

Know How ◽

Complex Problems ◽

Recent Innovation ◽

Language Problems ◽

Child Learning ◽

Lack Of Knowledge ◽

Learning English

In areas where children’s first language is an Aboriginal language, the very nature of the Aboriginal language itself poses complex problems, not only for the child learning English but also for the teacher whose basic first step in solving these problems is to understand what the problems are. Except for a few fortunate teachers who were given some linguistics in college, (a rather recent innovation) and a few conscientious people who have taken courses later, most of us who teach in Aboriginal schools know far too little about linguistics. We therefore don’t know how to approach some language problems in the classroom or, even worse, we don’t recognize that the problems exist. Some teachers who have tried to do something about their lack of knowledge have been put off by technical linguistic terminology, phonetic script and so on.This small article is an attempt by a teacher who is NOT a linguist, to show his fellow teachers who are NOT linguists, that we can still understand the linguistic problems in our classrooms, and have therefore a reasonable chance of coming to grips with them.

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The Professional Interaction of the Teacher-Psychologists with Teachers at School

Вестник практической психологии образования - Bulletin of Psychological Practice in Education ◽

10.17759/bppe.2021180204 ◽

2021 ◽

Vol 18 (2) ◽

pp. 35-41

Author(s):

E.N. Volkova

Keyword(s):

Emotional Intelligence ◽

Intrinsic Motivation ◽

Personal Resources ◽

Teaching Staff ◽

School Today ◽

Professional Interaction ◽

Psychological Service ◽

Public Expectations ◽

Psychological Training

The article is dedicated to issues and organization of professional interaction of teacher-psychologists with the teaching staff at school. Today this type of psychological service becomes urgent because of the increasing of public expectations from the teacher. Effectivity is reached by organizing professional interaction between the psychologist and the teacher. There are causes and reasons for the professional interaction being less effective, and such reasons are connected to personal and professional incompetence of both the teacher, and the psychologist. The article sug-gests possible amendments to psychological activities in accordance with findings of the mod-ern studies on professional and personal resources of the teacher. These studies focus on professional and intrinsic motivation of the teacher, his pedagogical centering, personality and emotional intelligence. The ability of the psychologists to utilize this information for proactive psychological training, counselling and practice will enforce professional and personal resources of the teacher.

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Enseñanza-Aprendizaje basado en investigación. Experiencia piloto en un diplomado de motricidad infantil (Teaching-Learning based on research. Pilot experience in a course on child motor skills)

Retos ◽

10.47197/retos.v0i35.59640 ◽

2018 ◽

pp. 378-380

Author(s):

Felipe Poblete-Valderrama ◽

Luis Linzmayer Gutierrez ◽

Carlos Matus Castillo ◽

Alex Garrido Mendez ◽

Carol Flores Rivera ◽

...

Keyword(s):

Physical Education ◽

Motor Skills ◽

Training Programs ◽

Physical Education Teachers ◽

Continuous Training ◽

Performance Levels ◽

Pilot Experience ◽

Teaching Learning ◽

Child Learning

El Artículo describe la implementación de una experiencia piloto desarrollada con profesores de Educación Física que cursan un diplomado en Aprendizaje y Motricidad Infantil en la Universidad Santo Tomás, Sede Valdivia en Chile. La experiencia se desarrolló con la metodología de Aprendizaje Basado en Investigación (ABI) la cual se implementó en el primer módulo del diplomado “El valor del juego en la Enseñanza-Aprendizaje”. Los resultados demostraron que los estudiantes obtuvieron niveles de desempeño sobresalientes de acuerdo a las calificaciones obtenidas, lo que da cuenta de una adecuada aplicación de la metodología ABI en este tipo de programas de formación continua, implicando con ello el desarrollo del ámbito investigativo en su quehacer profesional.Abstract: This article describes the implementation of a pilot experience developed with Physical Education teachers who attend a course in Child Learning and Motricity at the Universidad of Santo Tomás in Valdivia, Chile. The experience was developed using the methodology of Research-Based Learning (ABI), which was implemented in the first module of the diploma "The value of games in Teaching-Learning". Results showed that students had outstanding performance levels, in accordance with the grades obtained. This suggests an adequate application of the ABI methodology in this type of continuous training programs, thus implying the development of the field of research in their profession.

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VALUE CHARACTERISTICS OF ETHNOCULTURAL TYPE “NATIVE BILINGUAL”: DEONTOLOGICAL ASPECT

VESTNIK OF ASTRAKHAN STATE TECHNICAL UNIVERSITY ◽

10.24143/1812-9498-2018-2-144-148 ◽

2018 ◽

pp. 144-148

Author(s):

Inna Vladimirovna Shcheglova

Keyword(s):

Russian Federation ◽

Universal Declaration ◽

Research School ◽

School Today ◽

Linguistic Rights ◽

Special Place ◽

The Russian Federation

Theory of linguocultural types, shaped in Volgograd research school, today is successfully developing: there is a great variety of reports related to this problem. Scientific novelty of the paper lies in emphasizing ethno-linguistic type “native bilingual” and in identifying its value characteristics. Among lingvocultural types, this type takes a special place because it is characterized by linguistic uniqueness (ethnic belonging and natural bilingualism). The following official documents served as the material for research: the Universal Declaration of Linguistic Rights; the Constitution of the Russian Federation, etc.

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