Latinx Youth's Experiences in the Ontario Education System: Race, Invisibility, and Capital

2021 ◽  
Vol 53 (1) ◽  
pp. 69-87
Author(s):  
Henry Parada ◽  
Veronica Escobar Olivo ◽  
Fabiola Limón Bravo
Keyword(s):  
Education System ◽  
Ontario Education

scholarly journals Doing the Math: Comparing Ontario and Singapore Mathematics Curriculum at the Primary Level

2020 ◽  
Author(s):  
AISDL
Keyword(s):  
Mathematics Education ◽  
North America ◽  
Education System ◽  
Mathematics Curriculum ◽  
Education Systems ◽  
Primary Level ◽  
Revised Bloom's Taxonomy ◽  
Balanced Approach ◽  
The Difference ◽  
Ontario Education

This paper sought to investigate the fundamental differences in mathematics education through a comparison of curriculum of 2 countries—Singapore and Canada (as represented by Ontario)—in order to discover what the Ontario education system may learn from Singapore in terms of mathematics education. Mathematics curriculum were collected for Grades 1 to 8 for Ontario, and the equivalent in Singapore. The 2 curriculums were textually analyzed based on both the original and the revised Bloom’s taxonomy to expose their foci. The difference in focus was then compared and discussed to find the best ways to improve the Ontario mathematics curriculum. With one of the best education systems in North America, the Ontario mathematics curriculum would only need to refocus its attention towards a more balanced approach, with greater focus on understanding through practices. Ontario would benefit greatly from a deeper research into the Singaporean math curriculum.

scholarly journals "If only I had known...": young peoples participation in the construction of their learning disabilities

2021 ◽  
Author(s):  
Elizabeth Savaria
Keyword(s):  
Learning Disabilities ◽  
Young People ◽  
Education System ◽  
Qualitative Interviews ◽  
Self Concept ◽  
Review Committee ◽  
Children And Young People ◽  
University Development ◽  
Construction Of Self ◽  
Ontario Education

This paper explores how young people participate in the construction of their learning disabilities and how the experience impacts their internal truth, and self-concept. The results show that none of the interviewee subjects in the study participated in the Identification Placement and Review Committee (IPRC) meetings conducted in Ontario. The interviewees did participate in a variety of other forums such as psychological testing, university development centers, and conversations with family members, and teachers. Analysis of coded qualitative interviews reveals four major themes that were interwoven: internal truth of self-concept about disability; external truths of individuals of self-conceptualization about disability; knowledge of disability; and participation in the construction of the label of disability. The children’s rights framework and the new sociology of childhood are used to explore the construction of self-concept for children and young people with disabilities, and the nature and timing of their participation in matters regarding them and their label of exceptionality in the Ontario education system. Keywords: self-concept, participation, learning disability, exceptionality, young people, construction of labels.

scholarly journals "If only I had known...": young peoples participation in the construction of their learning disabilities

2021 ◽  
Author(s):  
Elizabeth Savaria
Keyword(s):  
Learning Disabilities ◽  
Young People ◽  
Education System ◽  
Qualitative Interviews ◽  
Self Concept ◽  
Review Committee ◽  
Children And Young People ◽  
University Development ◽  
Construction Of Self ◽  
Ontario Education

This paper explores how young people participate in the construction of their learning disabilities and how the experience impacts their internal truth, and self-concept. The results show that none of the interviewee subjects in the study participated in the Identification Placement and Review Committee (IPRC) meetings conducted in Ontario. The interviewees did participate in a variety of other forums such as psychological testing, university development centers, and conversations with family members, and teachers. Analysis of coded qualitative interviews reveals four major themes that were interwoven: internal truth of self-concept about disability; external truths of individuals of self-conceptualization about disability; knowledge of disability; and participation in the construction of the label of disability. The children’s rights framework and the new sociology of childhood are used to explore the construction of self-concept for children and young people with disabilities, and the nature and timing of their participation in matters regarding them and their label of exceptionality in the Ontario education system. Keywords: self-concept, participation, learning disability, exceptionality, young people, construction of labels.

PEMIKIRAN PENDIDIKAN SPIRITUAL SYAIKH 'ABD AL-QADIR AL-JILANIY

ALQALAM ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 196
Author(s):  
Badrudin Badrudin
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching Method ◽  
Moral Values ◽  
Islamic Education ◽  
Religious Leaders ◽  
Spiritual Education ◽  
Educational Materials ◽  
Educational Thought ◽  
The Core

The Principles of Islam requirehuman to maintain  and improve their moral values BuT in fact, many  Moslems  face problems of moral deteriora tion, crisis of beliefs, and moral decadence that happenin all aspects of life. This moral deterioration is often associated by  the  experts  of  education  with the failure of educat ion. The failure of education relates to the education system that has various components that affect each other. The elements needed in the education system are the goal of education , educators, students, tool s,  and  natural  surroundings. The results of this study indicate that the essence of  spiritual  learning obligations according to Syaikh 'Abd al-Qadir al-Jilaniy is araising the total of  truth towards  Allah SWT's path.  The aims of the learning areto implement knowledge and clean  the heart (tazkiyyah al-nafs) from worldly characters and the lust of dirtiness to ma'rifatullah. Spiritual educators are  those who  practice  the law of Allah, clean the heart and  guide  students to the  safety of life  in the Hereafter . Learners constantly face Allah and obey Him, do not meet the call besides Allah, listen  to  the  call  of  Allah  and implement everything stated in the Qur ·an  and  the  Prophet tradition. Teaching method used is the method of mau'izhah, sima',  ahwal ,   and   muhasabah  fial-nafs (introspection). Educational materials are  based  on  the  basics  of  spiritual education in the Qur'an, the Prothet tradition. and the opinion of Muslim religious leaders who have noble characters and integrate science.  Moral education  is  the core of Islamic education. The implications of the spiritual educational thought of Syaikh 'Abd al-Qadir al-Jilaniy toward the reality of Islamic education in Indonesia is the emphasis of moral education that leads to a balance relationship  between  the  exoteric  and esoteric aspects of the learning process.

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