Developing Program Around Out-of-School Experiences

1974 ◽  
Vol 58 (382) ◽  
pp. 171-176
Author(s):  
Franklin J. Thompson
Keyword(s):  
School Experiences ◽  
Out Of School

scholarly journals "If you don't have an education, you are no one": Understanding the School Experiences of Youth Involved in Drug-Related Crime in Ciudad Juárez and Medellín

2020 ◽  
Vol 6 (1) ◽  
pp. 148
Author(s):  
Cirenia Chavez Villegas ◽  
Elena Butti
Keyword(s):  
Educational Experiences ◽  
School Experiences ◽  
Drop Out ◽  
Ciudad Juarez ◽  
Urban Centers ◽  
Male Youth ◽  
Youth Delinquency ◽  
Depth Interviews ◽  
Out Of School

The relation between being out of school and participating in criminal economies is widely documented in the literature on youth delinquency. However, the complex connection between these two phenomena has not yet been fully unpacked. This paper draws from two studies that we, the authors, conducted separately to explore the role educational experiences play in shaping the delinquent trajectories of male youth who participate in the drug business in urban centers located in Mexico and Colombia. The first consists of in-depth interviews and surveys conducted in Ciudad Juárez, Mexico, while the second is based on long-term ethnographic engagement in Medellín, Colombia. We provide unique insights into the educational experiences of this hard-to-reach population and find that economic hardship does not wholly explain why these young people leave school and engage in delinquent activities. These youth do not "drop out" of school in search of money; rather, they are "pushed out" by a vicious cycle of stigmatization, segregation, punishment, and exclusion. By exploring these dynamics in two cities that have waged long drug wars, this article furthers understanding of the nexus between crime-related violence and educational experiences, thus making an important contribution to the field of education in emergencies.

Bridging powerful knowledge and lived experience: Challenges in teaching mathematics through COVID-19

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Karin Brodie ◽  
Deepa Gopal ◽  
Julian Moodliar ◽  
Takalani Siala
Keyword(s):  
Lived Experience ◽  
Mathematical Knowledge ◽  
Teacher Practices ◽  
School Experiences ◽  
Task Design ◽  
Teaching Mathematics ◽  
Disciplinary Knowledge ◽  
Productive Disciplinary Engagement ◽  
Powerful Knowledge ◽  
Out Of School

The coronavirus disease 2019 (COVID-19) pandemic supported an investigation of ongoing challenges as to whether and how to make mathematics relevant to learners’ lifeworlds. Given that COVID-19 created major disruptions in all learners’ lives, we developed and taught tasks that attempted to make links between their experiences of the pandemic and disciplinary mathematical knowledge. We located our investigation in current debates about the extent to which disciplinary knowledge can be linked to learners’ out-of-school experiences. We developed and analysed two tasks about COVID-19 that could support link-making and productive disciplinary engagement, and analysed one Grade 10 teacher teaching these tasks. We found that linking mathematics to learners’ lifeworlds is both possible and extremely difficult in relation to task design and how the teacher mediates the tasks. In relation to task design, we argue that teachers cannot do it alone; they need to be supported by the curriculum and textbooks. In relation to mediation, we saw that teacher practices are difficult to shift, even in the best of circumstances. We articulate the complexities and nuances involved in bridging powerful knowledge and lived experience and thus contribute to debates on how to teach powerful knowledge in relation to learners’ lifeworlds.

Let's Do It: Using Geometry Tiles As a Manipulative for Developing Basic Concepts

1983 ◽  
Vol 30 (8) ◽  
pp. 8-15
Author(s):  
Virginia M. Horak ◽  
Willis J. Horak
Keyword(s):  
Young Children ◽  
School Experiences ◽  
Elementary Grades ◽  
Spatial Relationships ◽  
Geometric Shapes ◽  
Geometrical Concepts ◽  
Basic Concepts ◽  
Out Of School

Many of the out-of-school experiences young children have deal with geometrical concepts and understandings. Thus children have an intuitive feeling for much of the geometry content introduced in the lower elementary grades. The “geometry tile” described in this article can be used to develop and extend these beginning concepts. Through the use of handson materials like these tiles, children are better able to visualize geometric shapes and to communicate the involved spatial relationships. They are also able to begin dealing with measurement in a very concrete manner.

scholarly journals "All We Got to See Were Factories.": Scoping Maori Transitions from Secondary School

2021 ◽  
Author(s):  
◽  
Moana Erika Mitchell
Keyword(s):  
Secondary School ◽  
School Experiences ◽  
Complex Nature ◽  
School Transitions ◽  
Self Confidence ◽  
Schooling Experiences ◽  
Kaupapa Māori ◽  
To Come ◽  
The Impact ◽  
Out Of School

<p>The primary purpose of this research is to scope the reflexive journey of a selected group of Maori as they recall their experiences of secondary school transitions. The already complex nature of this transition from school is further exacerbated by the identification of these people as Maori. The treatment of Maori students, particularly in relation to their secondary school experiences and its impact on transition, is a major concern for this research. The research methodology privileged by my thesis is kaupapa Maori theory. Secondary school transitions for rangatahi Maori is tenuous. By framing this thesis within kaupapa Maori methodology, the intention is to recognise the impact of dominant ideology on the schooling experiences of Maori and how it ultimately determines school transitions. This scoping study is based on the interviews of research participants as they reflect on their experiences as rangatahi Maori transitioning from school. In particular, these interviews highlight how rangatahi Maori work through the complexities they are confronted with whilst in the transitory phase between completion of secondary schooling and post-school opportunities. Information gathered from the interviews constitutes the findings of this thesis. The findings reveal that schooling experiences and more specifically, treatment of Maori students by teachers, play a significant role in transitioning for young Maori. Negotiating the already complex pathway out of school is doubly problematic for rangatahi Maori who also have to come to terms with a culture of failure, perpetuated at secondary school and reinforced by out of school experiences. This research contends that marginalisation of rangatahi Maori in New Zealand secondary schools creates an alternate experience, whereby actions of resistance and agency are employed as they look to position themselves into post-school opportunities. Of significance, is the human quality of determination that allows rangatahi Maori to stand firm, despite the entrenchment of low self-confidence and motivation through indifferent school and transition systems. Such pathways create choice for rangatahi Maori due to a lack of support from these systems, not because of it.</p>

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.

Students' interest in biology and their out-of-school experiences

2006 ◽  
Vol 40 (3) ◽  
pp. 124-129 ◽  
Author(s):  
Anna Uitto ◽  
Kalle Juuti ◽  
Jari Lavonen ◽  
Veijo Meisalo
Keyword(s):  
School Experiences ◽  
Out Of School
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