Historical Trajectories of the Contract-School Model in Norway

2021 ◽  
pp. 57-84
Author(s):  
Kirsten Sivesind Sivesind
Keyword(s):  
School Model

Implementasi Anti Bullying Dalam Membentuk Sekolah Ramah Anak di SD dan MI Kabupaten Tanah Bumbu

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Faizal Rezza Fahlefi ◽  
Atok Miftachul Hudha
Keyword(s):  
Data Collection ◽  
Child Protection ◽  
Children's Rights ◽  
Quality Education ◽  
School Programs ◽  
Child Friendly ◽  
School Model ◽  
Bullying Programs ◽  
Education Process ◽  
Descriptive Qualitative

Abstract: Basis for the implementation of Child-Friendly Schools regarding Article 4 of Law No.23 of 2002 concerning Child Protection. Schools designate as implementing agents in the education process who must have a friendly culture in carrying out their functions to achieve the goals of education. The purpose of this study was to analyze the implementation of anti-bullying in preparing the SRA, the participation of stakeholders, and the challenges in the process of implementing anti-bullying in the making of Child-Friendly Schools in SD and MI Tanah Bumbu Regency. This research uses descriptive qualitative. With data collection techniques in the form of interviews, observation of participation, and study documentation. The results of this study indicate that: 1) this child-friendly school model is to create quality education for every child with children's rights and is also free from the conversation, friendly school programs namely anti-bullying is one way to tackle and correct problems or help bullying in school; 2) educators and parents need to be good listeners and ensure they participate in anti-bullying programs. 3) the problem of bullying for this program is not run once but to be maintained forever. It is needed from the two schools to provide training and workshops for teachers, parents, and students. Furthermore, for the relevant agencies to add an anti-bullying curriculum so that all parties know about the apprenticeship, consider, there is also a place for an anti-bullying association.Keywords: Anti-bullying, Child Friendly Schools, BullyingAbstrak: Dasar penerapan Sekolah Ramah Anak yaitu terdapat pada Pasal 4 UU No.23 Tahun 2002 tentang perlindungan anak. Sekolah berperan sebagai agen pelaksana dalam proses pendidikan yang harus memiliki budaya ramah dalam menjalankan fungsinya untuk mencapai tujuan Pendidikan. Tujuan penelitian ini untuk menganalisis implementasi anti bullying dalam membentuk SRA, peran serta stakeholder, dan faktor yang menjadi permasalahan dalam proses implementasi anti bullying dalam membentuk Sekolah Ramah Anak di SD dan MI Kabupaten Tanah Bumbu. Penelitian ini menggunakan deskriptif kualitatif. Dengan Teknik pengumpulan data berupa wawancara, observasi patisipasi, dan studi dokumentasi. Hasil penelitian ini menunjukkan bahwa: 1) sekolah ramah anak model tersebut untuk mewujudkan pendidikan yang berkualitas bagi setiap anak dengan mempertimbangkan hak-hak anak serta terbebas dari diskriminasi, program sekolah ramah yaitu anti bullying salah satu cara untuk menanggulangi dan pencegahan perilaku atau dampak bullying di sekolah; 2) Sangat penting bagi pendidik dan orang tua menjadi pendengar yang baik serta meyakinkan dan melibatkan mereka ikut serta dalam program anti bullying. 3) permasalah bullying jarang dapat diketahui apabila kasus bullying terjadi baru ditangani dengan cepat. Untuk program ini tidak sewaktu saja dijalankan tetapi untuk dipetahankan selamanya. Perlu dari pihak kedua sekolah untuk lebih memberikan pelatihan dan workshop baik itu kepada guru, orang tua, maupun siswanya. Selanjutnya untuk pihak dinas terkait agar menambahkan kurikulum anti bullying agar semua halayak tahu tentang penagangan, dampaknya, juga tersedia tempat untuk atau wadah perkumpulan anti bullying.Kata Kunci: Anti bullying, Sekolah Ramah Anak, Bullying

scholarly journals A Tool for the Analysis and Characterization of School Mathematical Models

Mathematics ◽  
2021 ◽  
Vol 9 (13) ◽  
pp. 1569
Author(s):  
Jesús Montejo-Gámez ◽  
Elvira Fernández-Ahumada ◽  
Natividad Adamuz-Povedano
Keyword(s):  
Mathematical Modeling ◽  
Mathematical Models ◽  
Educational Research ◽  
Analysis Procedure ◽  
Real System ◽  
The Real ◽  
School Model ◽  
Corresponding Analysis ◽  
Three Components

This paper shows a tool for the analysis of written productions that allows for the characterization of the mathematical models that students develop when solving modeling tasks. For this purpose, different conceptualizations of mathematical models in education are discussed, paying special attention to the evidence that characterizes a school model. The discussion leads to the consideration of three components, which constitute the main categories of the proposed tool: the real system to be modeled, its mathematization and the representations used to express both. These categories and the corresponding analysis procedure are explained and illustrated through two working examples, which expose the value of the tool in establishing the foci of analysis when investigating school models, and thus, suggest modeling skills. The connection of this tool with other approaches to educational research on mathematical modeling is also discussed.

scholarly journals Developing imaginators not managers – How to flip the business school model

2017 ◽  
Vol 15 (3) ◽  
pp. 481-489 ◽  
Author(s):  
Sonal Minocha ◽  
Martin Reynolds ◽  
Dean Hristov
Keyword(s):  
Business School ◽  
School Model

scholarly journals Theoretical and Methodological Bases of a New School Model in Russia: Cultural-Historical Psychology and the Activity Approach as the Foundation of Educational Practice

2021 ◽  
Vol 18 (1) ◽  
pp. 122-139
Author(s):  
Viktor K. Zaretsky ◽  
Yury V. Zaretsky ◽  
Tatiana D. Karyagina ◽  
Oksana S. Ostroverkh ◽  
Anna V. Tikhomirova ◽  
...  
Keyword(s):  
Educational Practice ◽  
Educational Process ◽  
New School ◽  
School Activities ◽  
Modern School ◽  
Equal Importance ◽  
Productive Process ◽  
New Type ◽  
School Model ◽  
Methodological Principles

To overcome the crisis of the modern school institution, it is necessary to qualitatively rethink its foundations and to design fundamentally new approaches to implementing the educational program. The theoretical and methodological bases of the concept of a new type of school as a development practice, based on the provisions of Russian cultural-historical psychology and the activity approach are presented. The purpose of the work is to consider in the modern context the key theoretical provisions of Russian psychology and to formulate the methodological principles arising from them, which set the conditions for organizing the educational process, thus ensuring the transition from theory to practice. The key concepts of the school model are development, agency and collaboration: infinite development is formulated as the supreme goal and value of the school, the development of the position of agency is considered as the main productive process, and collaboration is the main professional principle. Eight basic principles are formulated as follows: intent - implementation - reflection as a methodological scheme for organizing school processes, the principle of multidimensional development, the principle of equal importance of school activities, the principle of congruence, the principle of organizing the educational space as a space for growing up, the principle of fellowship of practices and the development-oriented approach to evaluation. Thus, the article presents the authors view of the school as a scientifically grounded anthropological practice. The implementation of the concept, which has already begun in Russia, is an experiment that will make it possible to verify these theoretical and methodological provisions.

scholarly journals The Applicability of the Learning School Model of Strategy Formulation (Strategy Formulation as an Emergent Process)

2015 ◽  
Vol 03 (02) ◽  
pp. 135-154
Author(s):  
Isaac Quaye ◽  
Abraham Osei ◽  
Alfred Sarbah ◽  
Eugene Abrokwah
Keyword(s):  
Strategy Formulation ◽  
School Model ◽  
Learning School
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