scholarly journals Rules in Everyday School Life: Teacher Strategies Undermine Pupil Participation

2009 ◽  
Vol 17 (3) ◽  
pp. 393-413 ◽  
Author(s):  
Robert Thornberg
Keyword(s):  
Primary Schools ◽  
School Life ◽  
Teacher Strategies ◽  
Work Strategies ◽  
School Rules ◽  
The Right ◽  
School Democracy ◽  
Rule Making ◽  
Formal Rules ◽  
Classroom Rules

AbstractThe aim of this study is to examine the strategies which teachers use in their everyday interactions with pupils to work with and uphold school and classroom rules and to what extent their rule-work strategies give pupils opportunities to have a say and participate in rule-making. The study is based on fieldwork in two Swedish primary schools. According to the findings, the teachers use four main rule-work strategies: (a) assertion, (b) explanation, (c) negotiation, and (d) preparation. The findings show that it is usually the adults in school who make decisions about school rules and that pupils are seldom given any opportunities to create, modify or abolish formal rules through open negotiations. Furthermore, when school democracy meetings take place, they tend to be illusory, reducing negotiation to a matter of figuring out the "right" answer and confirming to proposals from authorities.

Taking Part, Joining in, and Being Heard?

2020 ◽  
pp. 475-494
Author(s):  
Perpetua Kirby ◽  
Rebecca Webb
Keyword(s):  
Primary Schools ◽  
Specific Reference ◽  
School Life ◽  
Children’S Participation ◽  
Using Data ◽  
Children's Participation ◽  
The Voice

This chapter explores how Article 12 and the voice of the child are implemented. The chapter does so by making specific reference to ways in which children express themselves within two different English primary schools. The chapter introduces Article 12 as a commitment to giving due attention to children’s experiences. Using data vignettes, the chapter illustrates the value of paying attention to children by focusing on the micro moments of everyday school life. The chapter argues that children’s participation is necessarily political, suggesting that participation must be read as such and demonstrating how it is often subsumed within powerful dominant schooling discourses of conformity within different governmental climates that are regarded as beyond politics. The chapter identifies limited possibilities for transformation in the study’s research sites, discussed in terms of children achieving agency and enacting their own subjectivities. This is apparent even within the less coercive ethos of a school participating in the Rights Respecting Schools Initiative (UNICEF). The chapter argues that in order to open up possible transformational participatory spaces, adults in schools need to require opportunities to reflect together on the tensions within their own educational contexts and between supporting children’s participation and their conformity to wider schooling discourses. The chapter suggests that the provision of such opportunities will help to keep a focus on listening to children in line with the ambitions of Article 12.

scholarly journals Rules are Rules: Reconceiving Monetary Gold as a Rule of Procedure

AJIL Unbound ◽  
2021 ◽  
Vol 115 ◽  
pp. 144-148
Author(s):  
Juliette McIntyre
Keyword(s):  
Iterative Process ◽  
Third Parties ◽  
Judicial Decision ◽  
Procedural Rule ◽  
Legal Principle ◽  
The Icj ◽  
Rule Making ◽  
Intervention Procedure ◽  
Formal Rules

The Case of the Monetary Gold Removed from Rome in 1943 is familiar to all international lawyers. Like a catechism, we are taught that the ICJ will not proceed with a case where the legal interests of a State not before the Court “would not only be affected by a decision, but would form the very subject-matter of the decision.” Mollengarden and Zamir's proposal that the Court should dispense with the Monetary Gold principle feels almost heretical. The authors contend that the ICJ Statute sets out a framework for balancing the interests of third parties through the use of the intervention procedure, and that Monetary Gold “disrupts that balance.” Monetary Gold is, they submit, to be treated as only a judicial decision, entitled under Article 36(1)(d) of the Statute to little deference as a source of legal principle. I suggest taking an altogether different approach. The best way to understand the place of the Monetary Gold principle is in the context of the ICJ's rule making powers pursuant to Article 30(1) of the Court's Statute. These rule making powers are not limited to the promulgation of formal Rules of Court but extend to the determination of appropriate procedures during the hearing of a case. These procedural rules (small r), articulated in the context of particular cases, may in time evolve into formal Rules of Court through an iterative process. Monetary Gold is an instance of the Court defining a small r procedural rule in a manner that is consistent with the Court's Statute.

scholarly journals Visual Social Publications in the Newspapers of Greek Primary Schools: A Semiotic Analysis

2013 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Lina P. Valsamidou
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Semiotic Analysis ◽  
School Life ◽  
Social Content ◽  
Research Material ◽  
The Social ◽  
Social Messages

In the present study we investigate, record and discuss icons with asocial content, their type, their signifieds and ideological significations,wishing to extract useful conclusions regarding the use of icons in schoolnewspapers as vehicles of social messages. The research material comprises intotal 252 images with a social content found in the columns of schoolnewspapers, whereas the collection of the sample was based on the study of 64school newspaper issues coming from 32 titles of primary school newspapers fromall over Greece that were published in 2004-2006. All in all, it appears that social iconic publications create theeditors’ vivid interest, as they find their way mostly in the inside pages ofnewspapers. The analysis of the icons as to their signifieds places emphasis onthe dominant ideological forms: the signifieds of historic anniversaries,school life and environmental education come before the others, which in turnsuggests the dominant ideological trends, history-school-environment/ecology:a triptych that emerges through the social-iconic choices of those involved inpublishing school newspapers.Keywords: visual social publications, schoolnewspapers, semiotic analysis, students-journalists

scholarly journals Moon, Mars and Mundus: primary school children discover the nature and science of planet Earth from experimentation and extra-terrestrial perspectives

2015 ◽  
Vol 95 (2) ◽  
pp. 203-214 ◽  
Author(s):  
M.G. Kleinhans ◽  
A.J. Verkade ◽  
T. van Wessel ◽  
M.A.S. Bastings ◽  
W.A. Marra ◽  
...  
Keyword(s):  
Science Education ◽  
Primary Schools ◽  
Science Communication ◽  
Planetary Science ◽  
Science Museum ◽  
University Education ◽  
Primary School Children ◽  
Science Museums ◽  
Asking Questions ◽  
The Right

AbstractLike earth and planetary scientists, most children are curious about the world, the solar system and the rest of the universe. However, for various reasons primary schools emphasise language and calculus rather than natural sciences. When science is taught, examination systems often favour knowledge of the ‘right’ answer over the process of investigation and logical reasoning towards that answer. In order to continue to spark children's curiosity and their motivation to learn and discover, science education hubs at universities and science museums could collaborate more with schools and teachers, and are beginning to do so. The objective of this position paper is to report on recent experiences in earth and planetary science education for pupils in primary and secondary education, to provide examples and inspiration for scientists. We report three examples of initiation and consolidation of science education in primary schools in the Netherlands: (1) a focus on asking questions and seeking information to reason towards the answer, initiated with a classroom game, Expedition Mundus, (2) bringing pupils and teachers together outside their school in the science museum to gain confidence and self-efficacy, and (3) having children ask their own questions and do their own research guided by the empirical cycle, for example on experimentation on sandbox scale models of channels and crater lake deltas as found on Mars. The focus on other planets, fictitious and real, stimulates pupils to ask questions about planet Earth. Finally, we argue that involvement of more scientists in science education would not only benefit primary and secondary schools and future students but also university education and science communication with society.

scholarly journals Role of Teachers’ towards Primary School Children with Exceptional Orientation towards Quality Education based on Statistical Measures using ANOVA Tool

2019 ◽  
Vol 8 (12) ◽  
pp. 824-831
Keyword(s):  
Rural Areas ◽  
Primary Schools ◽  
Quality Education ◽  
Primary School Children ◽  
Quality Teachers ◽  
Statistical Measures ◽  
The Status ◽  
Education In India ◽  
The Government ◽  
The Right

The paper presents the current scenario of education in India and as examined the rural areas of Patna district area becoming nastiest in spite of initiatives taken and expenses made by the government in this regard. This paper used some statistical measures to evaluate the purpose of the right to education, which is not mere providing education but to provide the right to receive an education of good quality to every child. A quality education is maintained by three key columns viz. providing quality teachers, providing quality resources and by providing secure and compassionate atmosphere. Some suggestive measures have been given through this paper which will help in improving the status of education especially in primary schools in our country

Educational Institutions

2018 ◽  
pp. 275-283
Author(s):  
Vasiliki Manoli
Keyword(s):  
Organizational Culture ◽  
Educational Change ◽  
Leadership Style ◽  
School Leader ◽  
Educational Institutions ◽  
School Life ◽  
Holistic Model ◽  
Educational Decision ◽  
The Right

Through the use of different political games, power items of the typology of French and Raven, and leadership style, the leader has to make the right educational decision. When the school is shaken by internal and external conflicts, the school leader is the manager, and he will give constructive solutions to these conflicts to emerge as valuable sources of ideas that will enrich school life. This chapter aims to present both the various political games, as mentioned mainly by Mintzberg, and the entry types in the typology of French and Raven present in educational institutions and the meaning of educational change and conditions for success. Also mentioned is the organizational culture and strengthening through the holistic model of leadership of Pashiardis and Brauckmann emphasizing the concept of “mentorship.” The significance of the work lies in the fact that the undermentioned issues are relevant to educational institutions and require attention from both the leader-director and the teachers of each school unit.

Nature and Function of Rules

1997 ◽  
Vol 22 (3) ◽  
pp. 7-12 ◽  
Author(s):  
Barry A. Fields
Keyword(s):  
Way Of Life ◽  
Primary Classrooms ◽  
The World ◽  
School Rules ◽  
And Function ◽  
The Way ◽  
Classroom Rules

In this paper the nature and function of teacher rules in Year I and 2 primary classrooms is discussed. It is argued that the classroom is a complex mini-society which children must come to understand if they are to adjust to and succeed in school. Rules, it is believed, help children make sense of the world of the classroom. Rules are viewed as serving both a managerial function (helping to establish order) and as a mechanism for defining and understanding the ‘way of life’ in the classroom. Against this backdrop of perspectives on school and teacher rules, the rules of 60 Year 1 and 2 teachers were examined. The findings are discussed with reference to the above two perspectives and to the importance of rules in reinforcing the authority of the teacher in the classroom.

scholarly journals Assessment of Psychological Readiness Situation of Students Starting to Primary School

2018 ◽  
Vol 11 (5) ◽  
pp. 85
Author(s):  
Medera Halmatov
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Quantitative Research ◽  
First Grade ◽  
Male Students ◽  
School Students ◽  
Quantitative Research Methods ◽  
School Rules ◽  
Academic Year ◽  
Provincial Center

There are important responsibilities expected from primary school students. The most important of these are the learning of reading, writing and arithmetic. There is a “psychological readiness” aspect besides reading, writing and arithmetic in order to be ready for the school. In this study, among the first-grade students, those who were academically ready were compared with those who were psychologically ready. In this research, screening model is used from quantitative research methods. Screening surveys allow the answers of questions such as “what, where, when, how often, at what level, how” (Wellington, 2006). The population of the research was composed of the children who started to the first class of primary schools in the provincial center of Ankara and the provincial center of Agri in the 2016-2017 academic year. The sample group of the study consisted of 327 students. 80 girls and 75 male students out of 322 students are chosen from the schools in the provincial center of Ankara, and 87 girls and 80 boys are chosen from the schools in provincial center of Agri. While the number of literate students at the basic level is 95 before the school starts, only 46 students are able to link shoe laces. While a total of 255 students knew all the main colors before the school started, only 31 students knew their home address. In addition, 90 students were found to have problems complied with the school rules. 39 students are shy in the classroom.

Market Exclusivity and the Right to Health in South Africa: A Primer for Tackling the Paradox

2020 ◽  
Vol 64 (1) ◽  
pp. 53-80
Author(s):  
Collins C Ajibo
Keyword(s):  
South Africa ◽  
Healthcare Services ◽  
Patent Law ◽  
Global Dynamics ◽  
Protective Measures ◽  
Universal Healthcare ◽  
Future Direction ◽  
The Right ◽  
Rule Making ◽  
Universal Healthcare Coverage

AbstractSouth Africa remains confronted with challenges to the realization of the right to healthcare services, shaped by both national and global dynamics. The proliferation of exclusivity regimes in intellectual property (IP) rule-making poses a threat to affordable healthcare services. Although South Africa is not a signatory to any of these enhanced IP norms, it may still be at risk through transposition, given that the current norm-setting constitutes the future direction of rule-making. These global dynamics are compounded by overly protective measures in South Africa's patent law as well as non-IP factors, particularly the prevalent weak health infrastructure. Although South Africa's IP Policy Phase I incorporates a raft of changes to address the situation, capacity constraints could thwart effective outcomes. Consequently, beyond the current patent law reform, there should be a roadmap for how to manage global IP norm-setting as well as non-IP factors, to foster universal healthcare coverage in South Africa.

School stress – Scope of the problem and its symptomatology as perceived by students. Research findings

2018 ◽  
Vol 567 (2) ◽  
pp. 47-58
Author(s):  
Małgorzata Półtorak
Keyword(s):  
Middle Schools ◽  
Empirical Research ◽  
Primary Schools ◽  
School Life ◽  
Excessive Strain ◽  
Research Findings ◽  
Low Levels ◽  
Theoretical Issues ◽  
Empirical Material

The article concerns the problem of school stress. In the first part, theoretical issues are discussed: the most common definitions and understanding of stress, its causes, and effects. School stress is then characterized: its symptoms and main sources are presented as well as the consequences of excessive strain felt by students at school. The assumptions of empirical research on school stress as viewed by students are also presented. The research was conducted through a diagnostic survey on a group of 440 students aged 12–14. The article presents the results of the research on the problem of stress and its intensity in students’ daily school life. The data obtained in the research shows that the students experienced stress with different frequency and intensity. Most of the students experienced average and low levels of stress (ca 40% for each level), and 20% of the students were under high levels of stress. An increased number of highly stressed students was observed in middle schools compared to primary schools. Also, it was noticed that more girls than boys suffered from intense tension. Symptoms of stress – physiological, emotional, empirical, and behavioral ones - declared by the students are also presented. Interpretation and conclusions are made based on the analysis of the empirical material.

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