scholarly journals Nurturing a Better Future for Best Schooling Practices: A Review Portraying the Alternative Schooling, Bangalore, Karnataka, India

2020 ◽  
Vol 8 (6) ◽  
pp. 2289-2295
Author(s):  
Rajvi Trivedi ◽  
Pramod Kumar MPM
2003 ◽  
Vol 43 (4) ◽  
pp. 540-570 ◽  
Author(s):  
Brian J. Low

That is the achievement of the psychologists. In our own society they are very kind, and do everything for our own good. The tales of what they do elsewhere are rather terrifying.—Hilda NeatbySo Little for the Mind (1953)Documenting the impact of the mental hygiene movement has been problematical for historians. The hygienists operated in the realm of mass psychology and social relations, within the “mentalities” of children—particularly of the postwar generation—who have left little observable evidence of changing social attitudes and relationships resulting from changes to mass child-rearing and schooling practices. The influence of the movement upon parenting literature and curricular documents may be readily observed in postwar baby books, magazines, newspapers, radio scripts, and films, as well as in the changing language of educational theorists and practitioners. But as to seeing the actual effects of this material upon any society, documentary evidence has remained elusive.


Author(s):  
Eulália Maimoni ◽  
Ormezinda Ribeiro

Aborda questões que envolvem as práticas de leitura e escrita na escola e a interferência da família nesse processo, considerando as concepções de letramento que subjazem a essa prática e como a família tem contribuído para a mudança ou para a cristalização das práticas escolares de leitura e escrita que emergem dessas diferentes concepções. Com base em pesquisas realizadas na Universidade de Uberaba, são apresentadas as implicações da participação de pais para a proficiência em leitura e escrita de alunos de ensino fundamental. Palavras-chave: letramento; práticas de leitura e escrita; família. Abstract This article approaches questions that involve reading and writing in the school and the interference of the family in this process, considering the conceptions of literacy and how the family contributes for the change or the crystallization of the schooling practices of reading and writing that emerge from these different conceptions. According to researches carried through in the University of Uberaba, the implications of the participation of parents for the proficiency in reading and writing of basic education pupils are presented. Keywords: literacy; reading and writing; family.


Author(s):  
Alonso Casanueva

From 1929 to 1932, the German critical theorist Walter Benjamin broadcast a radio show intended for children, «Enlightenment for Children» (Aufklärung für Kinder). His program consisted of illuminating lessons that bound together culture and history in creative ways, to teach children about the world. Used as a tool for convivial purposes, the radio waves transported German kinder to the sites where witch trials happened, or to learn the secret language built into the city walls of Berlin, or to wonder about the life of the Romani and imagine the features of the many characters that formed part of Benjamin’s radio plays. It was an imaginative pedagogical exercise that has made me wonder about the possibilities of technological tools in the service of learning experiences.


1998 ◽  
Vol 23 (3) ◽  
pp. 223-237 ◽  
Author(s):  
Christine L. Salisbury ◽  
Linda L. Wilson ◽  
Mary M. Palombaro

This report describes findings from a federally funded research project on practitioner directed inquiry (PDI). First, the project is described and details are provided about the use of PDI by 45 different practitioners in five primary/elementary schools in two states. These practitioners designed, implemented, and evaluated solutions to classroom and building-level issues affecting the inclusion of students with mild to profound disabilities in general education classrooms. The link between data collection and decision making is explored, as are findings related to student and practitioner outcomes. Evidence to support findings is derived from observations, interviews, survey data, and practitioner inquiry reports. Second, lessons learned by project staff about promoting the adoption and use of practitioner directed inquiry are described. The role of project staff in supporting the inquiry process is explored. Quotes from participants are used throughout the study to illustrate key findings. Implications for future research and use of the approach are shared.


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