scholarly journals A szórvány magyar tanköteles gyermekek családon kívüli elhelyezése Baranyában az 1941–1942-es tanévben

DÍKÉ ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 162-173
Author(s):  
Patrícia Dominika Niklai
Keyword(s):  
Public Education ◽  
School Children ◽  
National Policy ◽  
Boarding School ◽  
Compulsory School ◽  
National Education ◽  
School Year ◽  
The Family ◽  
Hungarian State ◽  
Ministerial Decree

The framework for the placing of Hungarian compulsory school children outside the family was based on the 25.360/1941. Religion and Public Education Ministerial decree, which constituted new provisions from the 1941/1942 school year for the education of native Hungarian children living in non-Hungarian environment. The reason for issuing the decree was the growing demand of the nationalities for education in their native language, which the Hungarian state – after the failure of the unified education system introduced in 1935 – made available to them in 1941. This measure was supported by nationalities as well, but at the same time we must not forget that the Horthy-era represented a strong national policy, and the patriotic, national education began in elementary school. Thus, the education of Hungarian children could not be neglected while striving to fulfil the needs of nationalities. According to paragraph 1 of the 25.360/1941. Religion and Public Education Ministerial decree on the education of Hungarian children: ‘A native Hungarian compulsory school child living in Hungary, who stays in a not native Hungarian environment must be educated in a Hungarian school or class, by a traveling teacher, in a Hungarian boarding school, or in another native Hungarian environment.’ The placing of children outside the family was only necessary if there was no school with Hungarian educational language in the municipality, because in that case ‘a native Hungarian child living in the municipality (city) can only be sent by his or her tutelary to such a school, until reaching the age of compulsory schooling.’ In accordance with the decree, from the summer of 1941 the Education Inspectorate collected data on the native Hungarian compulsory school children who lived in a non-Hungarian environment to provide them enrolment elsewhere. The first version of the options listed in the decree (Hungarian school or class in municipality) is not the subject of the study, since in that case, the child remains in the family. The second version – a traveling teacher – would not cause change either, but I did not find any example of this in the archives anyway. What may be more interesting in the terms of Family law is the placing in a boarding school or with a family of a relative or acquaintance in native Hungarian environment - this is indicated by the phrase in an otherwise ‘native Hungarian environment’. I give examples of these cases – boarding school and placement in Hungarian families – from practice based on archival records.

Online Scratch Programming With Compulsory School Children During COVID-19 Lockdown

2021 ◽  
pp. 167-186
Author(s):  
Martina Benvenuti ◽  
Laura Freina ◽  
Augusto Chioccariello ◽  
Sabrina Panesi
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Social Interactions ◽  
Secondary Teachers ◽  
School Children ◽  
Training Period ◽  
Programming Environment ◽  
Compulsory School ◽  
School Year ◽  
Lower Secondary Schools

In Spring 2020, the COVID-19 health emergency caused all Italian schools to close from March to the end of the school year. An intervention was organized with the aim of offering primary and lower secondary teachers the possibility to organize remote coding activities with their students. Nine workshops were held to introduce teachers to the Scratch online programming environment, and then a coding day was organized involving students from the last year of primary and lower secondary schools. The chosen activities proved to be motivating to the students, favoring social interactions and participation, and increasing their interest in coding. Teachers were positively impressed by the ease with which their students managed programming in Scratch, but some of them felt that they did not master programming well enough to autonomously support class activities. A longer teacher training period is needed.

BIMBINGAN PRAKTIK SALAT UNTUK SISWA BERKEBUTUHAN KHUSUS DI SMP

2018 ◽  
Vol 19 (1) ◽  
pp. 33-59
Author(s):  
Sulfiyah Sulfiyah
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Junior High ◽  
Field Research ◽  
Boarding School ◽  
Students With Special Needs ◽  
Important Thing ◽  
National Education ◽  
National Education System ◽  
Qualitative Descriptive

Abstract: One of national education aim is to developing student’s potentials in order to become a faithful man. It is based on Republic of Indonesia’s Law Number 20 of 2003 on National Education System, Chapter II Article 3. Islamic Religious Education is one of education that done to create a faithful man. Prayer is one of Islamic Religious Education’s matter should be learned by all Moslem’s students, include students with special needs. Research of prayer practice guidance is an important thing to be done. The important thing should be researched is about prayer practice that taught in the inclusion school. Inclusion school have regular (common) students and special needs students. How the teacher can teach prayer practice for students with special needs in the inclusion school. Once of inclusion school is Junior High Boarding School Putra Harapan. The goal of this research is to explore and to describe about how teacher guides prayer practice for students with special needs in Junior High Boarding School Putra Harapan Purwokerto Banyumas. This research belongs to field research on qualitative descriptive form. The methods of collecting data used by the author are interview, observation and documentation. Meanwhile to analyze of data, it’s done by collecting data, reducing, presenting and verifying data to be valid and reliable report. The findings of this research show that guidance of prayer practice for students with special needs in Junior High Boarding School Putra Harapan done through some ways namely dividing students into two class that regular and inclusion class, establishing guidance of prayer practice program, using musyafahah and demonstration methods. Key words: guidance, prayer practice, students with special needs.

PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

2018 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Yunus Yunus
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Government Regulation ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
National Education ◽  
Funding Sources ◽  
National Education System ◽  
Teachers And Students

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara,  terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci:      Pengembangan, Pondok Pesantren As’addiyah.  AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords:        Development, As'addiyah Islamic Boarding School.

Diagnostics of school adaptation in children with special needs.

2016 ◽  
Vol 3 (3) ◽  
pp. 142-145
Author(s):  
Zavgorodniy I.V., Lazarenko K. P., Chekhovskaya I.M.
Keyword(s):  
Elementary School ◽  
Special Needs ◽  
Musculoskeletal Disorders ◽  
School Children ◽  
Elementary School Children ◽  
Boarding School ◽  
Boarding Schools ◽  
Children With Special Needs ◽  
School Adaptation

The article deals with the problem of school adaptation of elementary school pupils studying in specialized boarding schools for children with special needs and musculoskeletal disorders. The article studies special materials and methods for diagnosis of school desadaptation. The authors presented the findings of the research identifying the peculiarities of school desadaptation diagnosis.Key words: сhildren with special needs, school adaptation, specialized boarding school, elementary school children with musculoskeletal disorders. АнотаціяДіагностика шкільної адаптації дітей з особливими потребами. Завгородній І.В., Лазаренко К.П., Чеховська І.М.         У статті розглядаються проблеми шкільної дезадаптації дітей з патологією опорно-рухового апарату, що навчаються у спеціалізованому начальному закладі. Описані методики для визначення рівня шкільної адаптації першокласників. Надані результати проведених досліджень серед учнів першого класу спеціалізованого навчального закладу.Ключові слова: діти з особливими потребами, шкільна адаптація,спеціалізований навчальний заклад,першокласники,  захворювання опорно-рухового апарату. АннотацияЗавгородний И.В., Лазаренко К.П., Чеховская И.М.Диагностика школьной адаптации у детей с особыми потребностями. В статье рассматриваются проблемы школьной дезадаптации детей с патологией опорно-двигательного аппарата, обучающихся в специализированном учебном заведении. Описанны методики для определения уровня школьной адаптации первоклассников. Представлены результаты проведенных исследований среди учащихся первого класса специализированного учебного заведения.Ключевые слова: дети с особыми потребностями, школьная адаптация, специализированное учебное заведение, первоклассники, заболевания опорно-двигательного аппарата.

scholarly journals A World Through Glass: A Narrative Around the Family Experiences During the Confinement of COVID-19

2021 ◽  
pp. 0192513X2110249
Author(s):  
Gustavo González-Calvo ◽  
Marta Arias-Carballal
Keyword(s):  
School Children ◽  
Health Crisis ◽  
Family Experiences ◽  
Emotional Burden ◽  
Outdoor Activities ◽  
The Family ◽  
The World ◽  
Narrative Methodology

COVID-19 was declared a pandemic in March 2020, and the world has witnessed significant changes since then. Spain has been forced to go into extreme lockdown, cancelling all school classes and outdoor activities for children. Our study explores how parents of a group of school children aged 7 to 8 years have experienced confinement due to the COVID-19 health crisis. Following a narrative methodology, the results have been organized around a story that takes as a reference the period of confinement for a mother and worker in times of confinement. The conclusions of our study suggest that participants have experienced significant changes in their routines, having faced numerous personal and professional dilemmas in a climate of great emotional burden. This study is the first of its kind in investigating how the COVID-19 pandemic has influenced the ways that children and their families live and its possible implications for their futures.

Classroom Music Experiences of U.S. Elementary School Children

2014 ◽  
Vol 62 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Peter Miksza ◽  
Brent M. Gault
Keyword(s):  
Elementary School ◽  
School Children ◽  
Students Of Color ◽  
Elementary School Children ◽  
Underserved Populations ◽  
The United States ◽  
Music Instruction ◽  
School Year ◽  
Representative Study ◽  
Nationally Representative

The primary purpose of this study was to describe the music experiences elementary school children in the United States receive in the academic classroom setting. The data were drawn from the Early Childhood Longitudinal Study of the Kindergarten Class of 1998–1999 (ECLS-K), a nationally representative study that followed kindergarteners through to their eighth-grade school year with the last data collection wave in 2006–2007. The variables pertaining to music experiences in the academic classroom that were available in the ECLS-K were (a) the frequency and duration with which children received music instruction, (b) the frequency that music was used to teach math, and (c) the percentage of children receiving formal music instruction outside of school. Each of these variables also was analyzed as a function of child urbanicity, socioeconomic status (SES), and race. Statistically significant ( p < .001) disparities among children based on urbanicity, SES, and race were found on each of the music experience variables. Overall, White suburban students of high levels of SES tended to receive significantly more music experiences than students of color from urban and rural settings and of low SES. The findings support the need to advocate for high-quality music programs for all students and particularly for those from traditionally underserved populations.

The Moderation Role of Being Valued by Teachers Over the Association Between School Children Motivation and Need for Competition

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110441
Author(s):  
Cristina Maria Bostan ◽  
Tudor Stanciu ◽  
Răzvan-Lucian Andronic
Keyword(s):  
School Children ◽  
Social Constructivism ◽  
Social Economic ◽  
Economic Status ◽  
Well Being ◽  
Social Economic Status ◽  
Motivation For Learning ◽  
The Social ◽  
The Family

Concordant with classical theoretical guidelines (i.e., social facilitation, social constructivism theory, and the Pygmalion effect) we tested the need for competition and perception of being valued by teachers to be better motivated for learning in school. We extend knowledge by testing these associations mediated by the social economic status given by the well-being of the family (i.e., controlling for gender and socio-economic status). A total of 214 Romanian students (45.3% boys) with ages between 13 and 17 years were administered the PEER questionnaire (i.e., perception of being valued by teachers, school-children motivation, and the need for competition). Results show a positive relation between the need for competition and motivation for learning. We also found positive relations between the perception of being valued by the teacher and motivation for learning and the need for competition. We conclude that motivation is higher when the need for competition is higher and the perception of being valued by teachers is higher.

scholarly journals A família (en)contra a escola: pobreza, conflitos e obrigatoriedade escolar nas Minas Gerais do século XIX

2017 ◽  
Vol 1 ◽  
pp. 58
Author(s):  
Fabiana Da Silva Viana
Keyword(s):  
Nineteenth Century ◽  
Public Education ◽  
State Government ◽  
Primary Schools ◽  
Adult Life ◽  
Minas Gerais ◽  
Late Nineteenth Century ◽  
Compulsory School ◽  
School Poverty ◽  
The 19Th Century

Neste artigo dedico-me ao estudo das relações estabelecidas entre pais de família, professores primários e autoridades locais em Minas Gerais, nas primeiras décadas do século XIX. Para tanto, recorri a um grande número de documentos produzidos por presidentes de província, bem como pela Assembleia Legislativa e pelas autoridades responsáveis pela fiscalização das escolas primárias mineiras. Já no alvorecer do século XIX, o desejo de civilizar e formar o cidadão trabalhador motivara a elaboração de dispositivos legais voltados à organização e ampliação do serviço de instrução pública. Foi neste contexto que intelectuais e políticos defenderam a educação das crianças e a generalização da instrução pública primária, considerando-as como as medidas mais adequadas à formação da nação brasileira. Em Minas Gerais, o que se observa a partir daí é a intensificação, nos discursos de intelectuais e dirigentes, de uma preocupação com a infância e sua preparação para a vida adulta. Preocupação, contudo, alicerçada em uma percepção um tanto preconceituosa e negativa em relação à moralidade das famílias mineiras e na compreensão de que elas eram incapazes de zelar pelo futuro de suas crianças. O que tais intelectuais e políticos não esperavam, contudo, é que os pais de família resistissem a essas representações, demonstrando a fragilidade das críticas que lhes eram dirigidas e o caráter ainda incipiente das ações do governo do Estado.Family encounter school: poverty, conflicts and compulsory school in Minas Gerais of the 19th century. In this paper I study the relations established among parents, primary teachers and local authorities in the first decades of the nineteenth century in Minas Gerais. To do so, I relied on a large number of documents produced by provincial presidents, by the Legislative Assembly and by the authorities responsible for supervising primary schools in Minas Gerais. In the late nineteenth century, the desire to civilize and to form the working citizens motivated the elaboration of legal devices whose aim was to organize and to expand the public education service. It was in this context that intellectuals and politicians defended the children’s education for all and the generalization of primary public education as the most appropriate measures for the formation of Brazilian nation. In Minas Gerais, what is observed from there is the intensification in the discourses of intellectuals and leaders of a concern with childhood and its preparation for adult life. This concern was based on a prejudiced and negative perception of the morality of Minas families and on the understanding that they were unable to take care of the future of their children. What such intellectuals and politicians did not expect, however, was the resistance of the parents to these representations. They demonstrate the fragility of the criticisms directed against them and the incipience of the state government policies. Keywords: Public education; Compulsory school; Family-school relationship.

Social and Familial Childrearing: An Examination of Daycare and the Modern Family

1983 ◽  
Vol 165 (4) ◽  
pp. 375-397
Author(s):  
Carol S. Klass
Keyword(s):  
Historical Perspective ◽  
National Policy ◽  
American Family ◽  
Policy And Practice ◽  
High Quality ◽  
Self Identity ◽  
The Family ◽  
Modern Family ◽  
Changing Patterns

American families' need for out-of-home childcare increases at an accelerated rate each year; yet our society lacks a policy for—and even a national commitment to—high-quality daycare. Such a national policy needs to be formulated within an examination of the tensions between social and familial childrearing. This essay explores these contextual issues from a historical perspective. The essay discusses: first, changes in the family as they relate to changes in the economy and polity; second, the role of the family as the basis for the young child's self-identity and internalization of society's values and practices; and third, the potential implications of changing patterns of the structure and functioning of the American family. Finally, the essay examines historical and current daycare policy and practice in relation to the family and the broader social structure.

Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten

2018 ◽  
Vol 56 (3) ◽  
pp. 822-867 ◽  
Author(s):  
Christopher P. Brown ◽  
Joanna Englehardt ◽  
David P. Barry ◽  
Da Hei Ku
Keyword(s):  
Public Education ◽  
Standardized Testing ◽  
First Grade ◽  
The United States ◽  
Ethnographic Study ◽  
Local State ◽  
National Education ◽  
Insight Into ◽  
Academic Content ◽  
Education Stakeholders

Kindergarten in the United States has fundamentally changed. It is the new first grade where children are taught increased academic content and experience more standardized testing. There is much debate among education stakeholders about these changes, but such discussions are often siloed— making it difficult to know whether these changes reflect these stakeholders’ understandings of kindergarten specifically or public education in general. This explorative video-cued multivocal ethnographic study addressed this issue by examining how local, state, and national education stakeholders made sense of the changed kindergarten. Such findings provide insight into what it is they viewed driving these academic and instructional changes, what opportunities for further reform exist, and whether these stakeholders will work to support and/or alter such changes.

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