scholarly journals Resilient and Nonresilient Students in Sweden and Norway—Investigating the Interplay Between Their Self-Beliefs and the School Environment

2020 ◽  
pp. 273-304
Author(s):  
Jelena Radišić ◽  
Andreas Pettersen
Keyword(s):  
Classroom Environment ◽  
School Environment ◽  
Social Groups ◽  
Personal Characteristics ◽  
Low Ses ◽  
Low Achievement ◽  
Student Groups ◽  
Advantages And Disadvantages ◽  
Student Profiles ◽  
Timss 2015

AbstractUsing TIMSS 2015 data and a person-centred approach, the chapter focuses on academically resilient students in Norway and Sweden in grade eight. The self-belief profiles of academically resilient students compared with the nonresilient groups (i.e., low SES/low achievement, high SES/low achievement and high SES/high achievement) are investigated. Further, we evaluated the characteristics of the classroom environment for each of the profiles. After accounting for student SES and achievement, personal characteristics, advantages and disadvantages in the classroom and the school environment, we identified distinctive student profiles that might be more prone to risk. In the context of the equality–inequality paradigm, recognition of these profiles can strengthen the possibility to reduce the gap in battling different aspects of inequality across social groups. Concurrently, although we distinguish the same student groups across Sweden and Norway, their distribution within the countries differs. The latter results contribute to the ongoing debate on the dissolution/unification of the Nordic model, especially regarding particular trends within the Swedish education system.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals Literature Focus Units as a Means of Exploring the Refugee Experience

2017 ◽  
Vol 6 (2) ◽  
pp. 13 ◽  
Author(s):  
Sang Hwang ◽  
Betty Coneway
Keyword(s):  
School Environment ◽  
Cross Cultural ◽  
Student Groups ◽  
New School ◽  
Cross Cultural Communication ◽  
Diverse Student ◽  
Refugee Literature ◽  
Refugee Experience ◽  
Insight Into ◽  
A Current

<p>Changes in the nation’s demographics, a current focus on immigration, and the world’s refugee crisis require educators to explore positive ways to assist students and families in transition. This article suggests using refugee literature to help ease children into the new school environment. Books associated with the refugee theme are organized using the literature focus unit framework. Four specific children’s literature titles are highlighted within the piece; however, the suggested books and activities are provided as a model to assist teachers in gaining new insight into how they can use cross-cultural communication to explore the refugee experience. We propose that through this exemplar unit, teachers can learn about authentic instructional approaches that may help them meet the multicultural needs of a variety of diverse student groups.</p>

scholarly journals STRATEGI GURU PPKN DALAM MENGANTISIPASI KEKERASAN PADA SISWA

2020 ◽  
Vol 3 (2) ◽  
pp. 185-200
Author(s):  
Aryanti Dwi Untari ◽  
Elly Setiawati
Keyword(s):  
Classroom Environment ◽  
School Environment ◽  
Verbal Abuse ◽  
Qualitative Approach ◽  
Psychological Conditions ◽  
Learning Conditions ◽  
The World ◽  
Education Today ◽  
Descriptive Method

This study aims to determine the strategies of teachers, especially teachers in anticipating violence against students.One of the phenomena that has caught the attention of the world of education today is violence that occurs in the school environment. Violence between students will certainly affect the learning conditions in the classroom. Students who experience physical and verbal abuse will certainly feel psychologically disturbed. Disturbed psychological conditions will also trigger disruption of the enthusiasm and interest of students in learning.The role of the teacher is very necessary to reduce even if it can eliminate the condition. Based on these problems, this study aims to: (1) determine the role of PPKn teachers in anticipating violence against students; (2). Knowing the obstacles of PPKn teachers in anticipating violence against students; (3). know what efforts are made by the PPKn teacher in anticipating violence against students. This research uses a descriptive method with a qualitative approach. Data collection techniques using observations, interviews and documentation conducted in the environment of SMK 17 Serang City. The research results obtained in the field show that the PPKn teacher's strategy in anticipating violence in children is to provide understanding related to norms about diversity, fostering character to care for each other, carrying out positive activities in the school environment such as extracurricular or social activities. others in the classroom environment and broadly in the school, and invites parents to control the activities of children in their environment.the strategy carried out by the teachers is done as an effort to prevent and deal with violence against students.

Distance Education

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Diane A. Matthews
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
The United States ◽  
Department Of Education ◽  
Learning Systems ◽  
Post Secondary ◽  
Advantages And Disadvantages ◽  
Virtual Universities

Technology-based distance education is emerging as an increasingly visible feature of post-secondary education in the United States (U.S. Department of Education, 1999). Educators have the opportunity to define, design, and manage effective and robust teaching and learning systems, programs, and courses. As distance learning becomes a serious alternative to the standard classroom environment, enormous opportunities and dilemmas present themselves for the players. This chapter examines the technology used in distance education; the type of student utilizing distance education; advantages and disadvantages for the student, the instructor, and the institution in the use of distance education; and the players involved—including higher education institutions, virtual universities, states, and consortia.

scholarly journals Is the Level of Noise in a School Environment be Harmful to the Hearing of Teachers?

2020 ◽  
Vol 24 (04) ◽  
pp. e503-e507
Author(s):  
Gabriela Guenther Ribeiro Novanta ◽  
Sergio Luiz Garavelli ◽  
Andre Luiz Lopes Sampaio
Keyword(s):  
Classroom Environment ◽  
School Environment ◽  
Otoacoustic Emissions ◽  
Signal To Noise Ratio ◽  
Signal Amplitude ◽  
Daily Basis ◽  
Outer Hair Cells ◽  
Distortion Product ◽  
Teachers And Students ◽  
The Difference

Abstract Introduction The excessive noise observed in the school environment can cause damages or losses to the learning process as well as risks to the health of teachers and students, such as physical, mental and social impairments, including, among them, hearing loss. Objective To assess otoacoustic emissions in teachers and determine whether classroom noise reduces distortion-product otoacoustic emissions (DPOAEs) amplitude and signal-to-noise ratio (SNR). Method Sixty-seven teachers were evaluated using otoacoustic emissions testing in two situations: after hearing rest and after the working day. Results Signal amplitude (p = 0.044 [2 kHz]; p = 0.01 [4 kHz]) and SNR for frequencies of 2 kHz (p = 0.008) and 4 kHz (p = 0.001) decreased significantly between time points. Mean classroom noise was associated with the magnitude of the difference in signal amplitude at 2 kHz (p = 0.017) and 4 kHz (p = 0.015), and SNR at 4 kHz (p = 0.023). Conclusions There was a decrease in the amplitude and in the SNR after exposure to the noise in the classroom environment. The high levels of sound pressure that teachers are exposed to on a daily basis can cause a temporary change in the outer hair cells of the Corti organ, and these changes may become permanent over time.

scholarly journals A Comparison of Conventional and New Rubber Dam Systems in Dental Practice

2011 ◽  
Vol 36 (3) ◽  
pp. 243-250 ◽  
Author(s):  
SA Feierabend ◽  
J Matt ◽  
B Klaiber
Keyword(s):  
School Environment ◽  
Dental School ◽  
Dental Practice ◽  
Conventional System ◽  
Advantages And Disadvantages ◽  
Rubber Dam ◽  
The Past ◽  
Conservative Dentistry ◽  
Degree Of Acceptance ◽  
High Degree

SUMMARYObjectiveRubber dam is an important tool in dentistry—in the past as well as today. As a result of a lack of acceptance of the conventional system, introduced by Barnum in 1869, new systems were developed (eg, OptraDam® by Ivoclar Vivadent AG, Schaan, Liechtenstein). This system was advertised as being very comfortable and easy to use, without distracting clamps. The aim of this study was to investigate if a new rubber dam system would be better accepted by patients and dentists than the conventional one.Materials and MethodsTwo hundred patients from the Department of Conservative Dentistry and Periodontology received at least one treatment with the conventional rubber dam (Dental Dam, Coltène Whaledent, Langenau, Germany) and one with the new rubber dam (OptraDam®, Ivoclar Vivadent). Staff/students and patients were asked to complete questionnaires with regard to the advantages and disadvantages of the particular system after every treatment.ResultsAmong patients, students, and dentists in the dental school environment there is a high degree of acceptance of rubber dam in general. During the study there were only very few situations in which neither of the systems could be used. The conventional rubber dam was preferred by all patients, students, and dentists (p&lt;0.0001).ConclusionOur study confirms that there is a high degree of acceptance of the rubber dam when it is compulsory to use. The reasons for the refusal during the daily workload of a practice remain unclear, but appear to be independent of the material or design available. A new design does not necessarily imply better acceptance.

scholarly journals INKLUSIVISME GURU PENDIDIKAN AGAMA ISLAM (Studi atas Pandangan Guru PAI tentang Konsep Tasamuh di SMK NU Lamongan, Mts Putra Putri Lamongan, SD NU Banat-Banin Lamongan)

KUTTAB ◽  
2019 ◽  
Vol 3 (2) ◽  
Author(s):  
A. Samsul Ma'arif
Keyword(s):  
Learning Process ◽  
School Environment ◽  
Educational Institution ◽  
Social Groups ◽  
Phenomenological Approach ◽  
Educational Process ◽  
Islamic Education ◽  
Educational Institutions ◽  
Teacher's Perspective

Educational institutions in which there is an educational process, have a function not only in the aspect of developing science, but also have a mission to improve the quality of personality through good character. In this position, the teacher has a role in instilling inclusive values (tasamuh) in the learning process that can be applied in everyday life as well as the process in developing the potential of their students. Each educational institution or each teacher will have different tasamuh values in each habituation or teaching. Get used to communicating with others using the language of unity, namely Indonesian, helping each other, not blaming others, especially fellow Muslims, especially other religions, and respecting different principles and respecting others. This study focuses on the views of Islamic Education teachers about the concept of tasamuh and the actualization of the tasamuh attitude of Islamic Education teachers in the learning process at SMK NU Lamongan, MTs Putra Putri Lamongan, SD NU Banat-Banin Lamongan. This study uses a qualitative research method with a phenomenological approach. This study shows that teachers play a role in developing tolerant attitudes to students in the school environment, social groups and even the community, through habituation and learning Islamic Education. The teacher's perspective on inclusive attitudes also plays a role in shaping the personality of students to be more open and respect all differences.

scholarly journals Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?

2020 ◽  
pp. 251-272
Author(s):  
Ole Kristian Bergem ◽  
Trude Nilsen ◽  
Oleksandra Mittal ◽  
Henrik Galligani Ræder
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Student Motivation ◽  
Structural Equation ◽  
Low Ses ◽  
Student Groups ◽  
Equity In Education ◽  
The Usa ◽  
And Mathematics ◽  
Low Ses Students

AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.

scholarly journals Methodological procedure of diagnosing behavioural stereotypes resilience of different language cultures representatives

2021 ◽  
Vol 10 (39) ◽  
pp. 186-193
Author(s):  
Yan Kapranov ◽  
Olesya Cherkhava ◽  
Viktoriia Gromova ◽  
Olga Reshetnyk
Keyword(s):  
Electronic Communication ◽  
Social Groups ◽  
Personal Characteristics ◽  
Computer Processing

This paper represents the methodological procedure of diagnosing behavioural stereotypes resilience of different language cultures representatives. The methodological procedure is aimed at compiling a typology of narrative codes of stereotypes resilience of four language cultures representatives and it involves the implementation of six successive stages that will help: 1) to compile a list of personal characteristics of respondents involved in the survey; 2) to compile stimulus lists, i.e. markers of expressive narratives (by keywords); 3) to enter the compiled stimuli lists into the Google Forms with corresponding guidelines for respondents; 4) to perform a free associative experiment with the British, French, Germans and Ukrainians of different social groups through electronic communication; 5) to do the computer processing of the obtained results with the involvement of the information-analytical service STIMULUS; 6) to differentiate the degree of stereotypes resilience of separate social groups of each studied linguoculture in situations of expressive narratives, and differentiate linguistic cultures according to three types of their resilience and their degrees of adaptation to stressful phenomena.

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