scholarly journals Space, Place and Educational Settings: An Introduction

2021 ◽  
pp. 1-6
Author(s):  
Tim Freytag ◽  
Douglas Lee Lauen ◽  
Susan L. Robertson
Keyword(s):  
School Environment ◽  
Local Communities ◽  
Institutional Arrangements ◽  
Comprehensive Approach ◽  
Educational Policies ◽  
Educational Settings ◽  
Corporate World ◽  
Out Of School

AbstractWe present this volume as an invitation to explore and critically reflect the interplay between space, place, and educational settings. As part of the Knowledge and Space series, this book’s authors follow a comprehensive approach bringing together a set of contributions reflecting various disciplines with their methodologies and theoretical backgrounds. We understand educational settings as the broader framing of education, which includes the out-of-school environment, neighborhoods, and institutional arrangements, as well as the agendas of the multilateral and corporate world. Education literally takes place in the neighborhood and educational landscapes are embedded in local communities, although they are exposed to and are part and parcel of educational policies and the ongoing dynamics of transformation at regional, national and international scales.

scholarly journals Broader Strokes: The Curricular and Pedagogical Possibilities of Multiage Educational Settings

2019 ◽  
Author(s):  
Juria Wiechmann ◽  
Daniel Conn ◽  
Leslee Thorpe
Keyword(s):  
United States ◽  
School Environment ◽  
The United States ◽  
Educational Settings ◽  
Educational Criticism ◽  
Multiage Classrooms ◽  
Curriculum And Pedagogy ◽  
The Past ◽  
Educational Criticism And Connoisseurship ◽  
Multiage Grouping

Multiage classrooms seem to be an idea of the past, as students in most schools across the country are grouped by age. However, research by Goldman (1981), Rhoades (1966), and Eisner (2003) argue that multiage grouping has significant social, behavioral, and intellectual advantages for students. Using educational criticism and connoisseurship as a methodology, this article examines the accounts of a professor who taught in a multiage school environment within the United States, as well as observations of a multiage school in the Masaka district of Uganda. This study aims to understand how curriculum and pedagogy interact within multiage system, as well as whether those interactions help or hinder students. Through interviews observations, and classroom artifacts, it was found as Perez, Breault, and White (2014) argue curriculum functions as a space, not only a given content trajectory. Additionally, it was found that in creating a space where community was encouraged, the school was able to move toward pedagogy of love.

Gender Variant Children and Institutional Arrangements: Exploring the Phenomenon from South Asian Perspective

2020 ◽  
Vol 27 (2) ◽  
pp. 141-157
Author(s):  
Kusha Tiwari
Keyword(s):  
Sri Lanka ◽  
Quantitative Methods ◽  
Peer Group ◽  
Gender Diversity ◽  
Institutional Arrangements ◽  
Sample Survey ◽  
Gender Variance ◽  
Educational Settings ◽  
Gender Variant ◽  
Qualitative And Quantitative Methods

This paper explores and assesses the presence/absence of institutional arrangements in educational settings for addressing the concerns of gender-variant children (GVC) through a sample survey of schools in the three-country context of India, Sri Lanka and Nepal. This research highlights the need for effective regulatory, normative and cognitive structures to address issues of childhood gender variance. With a contextual analysis of recent developments and comprehensive study of data reports in the three countries, the study analyses multiple dimensions of discrimination and bullying of GVC in educational settings. Using qualitative and quantitative methods, this paper highlights causes and issues associated with the problems of GVC as well as affirmative actions and institutional practices required to be implemented in schools in the three-country context. The results and findings provide evidence that academic institutions in India, Sri Lanka and, to some extent, Nepal lack institutional mechanisms to address issues of homophobia, abuse by peer group, mental health issues, emotional challenges, social discrimination, lack of opportunities, lack of monitoring and counselling, micro-level engagements and high dropouts of GVC. This study also charts out futuristic agenda, such as comprehensive mapping of GVC in schools, implementation of effective counselling mechanism, the need to create and adopt basic reference module for educators around gender diversity and variance.

scholarly journals Pengembangan Perilaku Asertif dengan Teknik Sosiodrama untuk Mencegah Perilaku Bullying

2020 ◽  
Vol 4 (2) ◽  
pp. 179-186
Author(s):  
Susilo Rahardjo ◽  
Edris Zamroni ◽  
Sumarni Sumarni ◽  
Derta Prihastuti
Keyword(s):  
Mass Media ◽  
School Environment ◽  
Student Behavior ◽  
Negative Impact ◽  
Dropping Out ◽  
Assertive Behavior ◽  
Bullying Behavior ◽  
Out Of School

DEVELOPING ASSERTIVE BEHAVIOR WITH SOCIODRAMA TECHNIQUES TO PREVENT BULLYING BEHAVIOR. The influence of mass media has an impact on the spread of bullying behavior including in the school environment. The negative impact of student bullying becomes depressed, performance decreases, and can ultimately lead to students dropping out of school. Therefore it needs to be prevented so that it does not expand, and the school becomes a friendly and pleasant environment. The purpose of this research is to provide students with an understanding of bullying behavior that can occur at school, and students can prevent it by behaving assertively. One way to prevent bullying is to develop assertive student behavior. Through PTBK students are trained to prevent bullying behavior with the guidance of sociodrama techniques. The reader can develop a model of preventing bullying behavior in the same way or in other ways, so that the school becomes a pleasant and friendly environment.

scholarly journals Staff-Pupil SARS-CoV-2 Infection Pathways in Schools: A Population Level Linked Data Approach

2021 ◽  
Author(s):  
Daniel A Thompson ◽  
Hoda Abbasizanjani ◽  
Richard Fry ◽  
Emily Marchant ◽  
Lucy Griffiths ◽  
...  
Keyword(s):  
School Environment ◽  
Policy Development ◽  
Linked Data ◽  
National Level ◽  
Mitigation Measures ◽  
School Staff ◽  
List Type ◽  
Educational Settings ◽  
Subsequent Increase ◽  
Increased Risk

Abstract Background Better understanding of the role that children and school staff play in the transmission of SARS-CoV-2 is essential to guide policy development on controlling infection whilst minimising disruption to children’s education and wellbeing. Methods Our national e-cohort (n=500,779) study used anonymised linked data for pupils, staff and associated households linked via educational settings. We estimated the risk of testing positive for SARS-CoV-2 infection for staff and pupils over the period August - December 2020, dependent on measures of recent exposure to known cases linked to their educational settings. Results The total number of cases in a school was not associated with a subsequent increase in the risk of testing positive (Staff OR per case 0.92, 95%CI 0.85, 1.00; Pupils OR per case 0.98, 95%CI 0.93, 1.02). Amongst pupils, the number of recent cases within the same year group was significantly associated with subsequent increased risk of testing positive (OR per case 1.12, 95%CI 1.08 – 1.15). These effects were adjusted for a range of demographic covariates, and in particular any known cases within the same household, which had the strongest association with testing positive (Staff OR 39.86, 95%CI 35.01, 45.38, pupil OR 9.39, 95%CI 8.94 – 9.88). Conclusions In a national school cohort, the odds of staff testing positive for SARS-CoV-2 infection were not significantly increased in the 14-day period after case detection in the school. However, pupils were found to be at increased risk, following cases appearing within their own year group, where most of their contacts occur. Strong mitigation measures over the whole of the study period may have reduced wider spread within the school environment. What is known Evidence of the role schools play in the transmission of SARS-CoV-2 is limited Higher positivity rates are observed in school staff compared to pupils Lack of evidence on transmission pathways transmission into and within schools What this study adds First UK national level study of transmission between pupils and staff in a school environment during the SARS-CoV-2 pandemic. Schools opening September-December 2020 was not associated with an increased subsequent risk of testing positive in staff Pupils were found to be at increased risk of testing positive, following cases appearing within their own year group

scholarly journals The Impact of Play on Social Skills of Young Children with ASD in Educational Contexts: A Systematic Review

2021 ◽  
Author(s):  
Christina O'Keeffe ◽  
Sinead McNally
Keyword(s):  
Systematic Review ◽  
Communication Skills ◽  
Social Communication ◽  
School Environment ◽  
Autism Spectrum ◽  
Educational Settings ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social ◽  
The Impact

Children with Autism Spectrum Disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence-base for supporting social communication skills in children with ASD within educational contexts. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.

scholarly journals URGENSI PEMBINAN IKLIM DAN BUDAYA SEKOLAH

2016 ◽  
Vol 3 (1) ◽  
pp. 157
Author(s):  
Lailatu Zahro
Keyword(s):  
School Climate ◽  
School Environment ◽  
Team Member ◽  
Human Life ◽  
School Development ◽  
Educational Settings ◽  
Educational Transformation ◽  
Effective Learning ◽  
Educational Situation ◽  
Bahasa Indonesia

<p><strong>Bahasa Indonesia:</strong></p><p>Pengembangan sekolah yang efektif, efisien, produktif dan akuntabel perlu ditunjang oleh perubahan berbagai aspek yang terkait dengan pendidikan, termasuk iklim sekolah. Perubahan iklim sekolah perlu dilakukan untuk merespons kondisi pendidikan yang semakin terpuruk. Hal ini lebih diperkuat lagi dengan perubahan-perubahan mendasar dalam berbagai aspek kehidupan, yang menuntut penyesuaian pendidikan dan iklim sekolah yang kondusif yang menunjang terhadap pembelajaran yang bermakna. Iklim dan Budaya sekolah yang kondusif ditandai dengan terciptanya lingkungan belajar yang aman, nyaman dan tertib sehingga pembelajaran dapat berlangsung secara efektif. Iklim dan budaya sekolah yang kondusif sangat penting agar siswa merasa senang dan bersikap positif terhadap sekolahnya, agar guru merasa dihargai, orang tua dan masyarakat merasa diterima dan dilibatkan. Hal ini dapat terjadi melalui penciptaan norma dan kebiasaan yang positif, hubungan dan kerja sama yang harmonis yang didasari oleh sikap saling menghormati di antara satu dengan yang lain.</p><p> </p><p> </p><p><strong>English:</strong></p><p>School development with the idea of effectiveness, efficiency, productivity, and accountability needs to go along with changing in educational settings, including the school climate. The climate transformation is urgently needed to respond degraded educational situation.  This is also required as the fundamental changing exists in every human life aspects, which requests for educational transformation and conducive school climate for meaningful learning at school. Conducive school climate is indicated by a safe, comfortable, and well-regulated school environment for effective learning. This circumstance is quite important so that students consider positively their schools, teachers feel appreciation for themselves, and parents are well-accepted and involved in school. This atmosphere can be developed through creating new positive habits and norms and teamwork under the umbrella of respects within the team member.</p>

scholarly journals Reasons for being Out of School: Implications for Education Policy

2020 ◽  
Vol V (III) ◽  
pp. 273-293
Author(s):  
Farzana Yousaf ◽  
Kiran Shehzadi ◽  
Zahida Parveen
Keyword(s):  
Education Policy ◽  
School Children ◽  
School Environment ◽  
Teaching Styles ◽  
Gender Issues ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Literacy Rate ◽  
And Gender ◽  
Out Of School

Out of school children (output) spring from the experiences, beliefs, interests, and attitudes towards events and processes leading to out of school (process) that develop from different reasons (Input). Focus group discussions were conducted with eight children and their seven parents. Secondly, views from social media (Face book) were collected to strengthen their voices. The thematic analysis of the data highlighted many reasons for being out of school using codes, themes and subthemes. Diagramatic view of results was drawn with the help of NVivo 11 plus. Some of the reasons such as poverty, school environment, house chores, parents' behavior, teachers' teaching styles, curriculum, language barriers, the literacy rate in that area, and gender issues have direct implications for education policy. Efforts, therefore, were made to identify the required changes in the education policy. A strategic plan to overcome these barriers was defined at the end for the reduction of the number of school children.

scholarly journals The Necessity for Revisiting Direct Corporate Human Rights Obligations in the Current Business and Human Rights Treaty Process

2021 ◽  
Vol 4 (2) ◽  
pp. 71-87
Author(s):  
Philippa Osim Inyang
Keyword(s):  
Human Rights ◽  
Local Communities ◽  
Political Will ◽  
Human Rights Abuses ◽  
Root Cause ◽  
Corporate World ◽  
Business And Human Rights ◽  
Human Rights Council ◽  
Economic Capacity ◽  
Good Number

The international community has awoken to the reality that transnational corporations (TNCs) do not only control more resources than a good number of states. They wield enormous influence in the corporate world which greatly impacts on local cultures and initiatives. Many of these TNCs, who operate in developing states, engage in activities which frequently result in human rights abuses. Several states rely on the resources extracted by these large corporations as the main stay of their economies. Consequently, they lack the economic capacity and political will to effectively regulate the activities of the TNCs, leaving these entities to perpetrate human rights abuses in the local communities with impunity. Although the Human Rights Council, through the Inter-governmental working group on Business and Human Rights, has begun a treaty process on business and human rights to address these issues, the work of the IGWG, so far, has not adequately responded the root cause of the corporate impunity, which is their unwillingness and inability to hold corporate entities accountable for their harmful activities. Thus, this paper proposes that the issue of direct human rights obligations on corporate entities should be revisited in order to ensure that corporate entities do not escape accountability for human rights harm resulting from their activities.

scholarly journals Potoczna wiedza dzieci na temat pieniędzy. Wnioski z badań własnych

2020 ◽  
Vol 64 (4 (254) ◽  
pp. 255-271
Author(s):  
Renata Raszka
Keyword(s):  
School Environment ◽  
School Experiences ◽  
Personal Knowledge ◽  
Economic Knowledge ◽  
The Family ◽  
The Subject ◽  
Everyday Knowledge ◽  
Out Of School

The article deals with colloquial knowledge about money of eight- and nine-year-old children. The importance of spontaneous and planned conversations on the subject of money is emphasised, conducted in the family and school environment. Attention is paid to the importance of pupils’ personal knowledge, their out-of-school experiences and shaping their active attitude in constructing economic knowledge. The article also refers to the author’s research on the children’s everyday knowledge about money.

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