scholarly journals An Analysis of Children’s Right to Participation at Primary Schools in Turkey: A Case Study

2018 ◽  
Vol 7 (3) ◽  
pp. 265 ◽  
Author(s):  
Ahmet Kılıç ◽  
Ayşe Öztürk
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
Children's Rights ◽  
Children’S Rights ◽  
Highly Qualified ◽  
Decision Making Processes ◽  
Right To Participation ◽  
Teachers Attitudes

This research attempted to explore to what level children’s right to participation was realized at a primary school which is highly qualified in terms of children’s rights in Turkey. The study was designed as a case study. The study group of the research was chosen via critical case sampling. The data were gathered through observations, interviews and document analysis. The data were analyzed by conducting content and descriptive analysis. In the research, children’s right to participation related 15 different contexts, of which three were laws, were determined at the primary school which is highly qualified in terms of children’s rights. It was revealed that the realization level of children’s right to participation changed in different classrooms based on teachers’ attitudes and beliefs. The results of the research demonstrated that there was a difference in children’s right to participation at the primary school which is highly qualified in terms of children’s rights ranging from the level at which children were not involved to the level at which children participated in decision-making processes.

scholarly journals Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes

2021 ◽  
pp. 33-33
Author(s):  
Valentina Dagienė ◽  
Tatjana Jevsikova ◽  
Gabrielė Stupurienė ◽  
Anita Juskevicienė
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Computational Thinking ◽  
Early Years ◽  
Learning System ◽  
Policy Makers ◽  
Primary School Teachers ◽  
E Learning ◽  
Teachers Attitudes

Computational thinking (CT) as one of the 21st century skills enters early years education. This paper aims to study the worldwide tendencies of teaching CT through computing in primary education and primary school teachers? understanding of CT. A survey of 52 countries has been performed and complemented by a qualitative study of 15 countries. In order to identify teachers? understanding-level of CT and its integration approach in the class activities, a case study of 110 in-service teachers from 6 countries has been performed. The implications of the research results may be useful for primary school educators, educational initiatives, government authorities, policy makers, e-learning system and content developers dealing with support for teachers aiming to improve their CT professional development qualification.

scholarly journals Integrating Sustainable Development and Children’s Rights: A Case Study on Wales

2021 ◽  
Vol 10 (3) ◽  
pp. 100
Author(s):  
Rhian Croke ◽  
Helen Dale ◽  
Ally Dunhill ◽  
Arwyn Roberts ◽  
Malvika Unnithan ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Integrated Approach ◽  
Well Being ◽  
Children's Rights ◽  
Children’S Rights ◽  
The Sustainable Development ◽  
Rights Of The Child ◽  
Development Goals ◽  
Deliberative Processes

The global disconnect between the Sustainable Development Goals (SDGs) and the Convention on the Rights of the Child (CRC), has been described as ‘a missed opportunity’. Since devolution, the Welsh Government has actively pursued a ‘sustainable development’ and a ‘children’s rights’ agenda. However, until recently, these separate agendas also did not contribute to each other, although they culminated in two radical and innovative pieces of legislation; the Rights of Children and Young Persons (Wales) Measure (2013) and the Well-being and Future Generations (Wales) Act (2015). This article offers a case study that draws upon the SDGs and the CRC and considers how recent guidance to Welsh public bodies for implementation attempts to contribute to a more integrated approach. It suggests that successful integration requires recognition of the importance of including children in deliberative processes, using both formal mechanisms, such as local authority youth forums, pupil councils and a national youth parliament, and informal mechanisms, such as child-led research, that enable children to initiate and influence sustainable change.

scholarly journals Children’s Rights to Education – Where is the Weight for Children’s Views?

2018 ◽  
Vol 26 (1) ◽  
pp. 38-60
Author(s):  
Liam Cairns ◽  
Seamus Byrne ◽  
John M. Davis ◽  
Robert Johnson ◽  
Kristina Konstantoni ◽  
...  
Keyword(s):  
Young People ◽  
Children's Rights ◽  
Children’S Rights ◽  
Investment Fund ◽  
The North ◽  
Educational Processes ◽  
Decision Making Processes ◽  
University Of Edinburgh ◽  
Children’S Views ◽  
The University

This paper analyses the views and preferences of children and young people who experience barriers when attempting to engage with schools and schooling. It specifically considers processes of formal and informal exclusion and the manner in which “stigmatised” children are treated within a system where attendance to children’s rights is, at best, sketchy and at worst – downright discriminatory. The paper poses a number of critical questions concerning the extent to which the views of children are given due weight in decision-making processes in schools, whether the background a child comes from affects the way school staff listen to them and whether school rules act as a barrier or enabler for children’s rights. In turn, these questions are related to what educational processes might look like that place due weight on the views of children, what cultures create barriers to listening in practice, and what we can learn from children’s overall experiences. The paper presents findings from a participatory empirical peer research project (funded by a Carnegie Research Incentive Grant and the University of Edinburgh Challenge Investment Fund), conducted with and by young people in schools in Scotland and the north of England. This paper is innovative as it is the product of collaborative working between academics at the University of Edinburgh, staff at Investing in Children and the young researchers who co-authored this article for publication.

Alternation of Curriculum Delivery Mode in Primary Schools

2021 ◽  
pp. 95-111
Author(s):  
Matlala Violet Makokotlela ◽  
Nomvula Monica Nxumalo
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Document Analysis ◽  
Depth Information ◽  
Delivery Mode ◽  
Face To Face ◽  
Interpretive Paradigm ◽  
Curriculum Delivery ◽  
Content Coverage

This investigation aimed to explore the mode of curriculum delivery in Primary School in Tshwane South District during the Covid-19 pandemic because there is insufficient research on this subject. A case study of a Primary School was used to obtain in-depth information about the mode of curriculum delivery during the Covid-19 pandemic. Using a case study was also practical because the pandemic's restrictions posed a challenge to research many schools. Data was gathered through document analysis. A qualitative approach was employed to analyze and identify categories and emerging themes from the data. An interpretive paradigm was used while connectivism theory was employed as a lens. The findings revealed that schools used face-to-face mode of curriculum delivery during the lockdown and after schools re-opened during Covid-19, resulting in a challenge with content coverage that led to revising the annual teaching plans and trimming the curriculum.

Teachers' Attitudes Towards the Use of Tablets in Six EFL Classrooms

2020 ◽  
pp. 284-298
Author(s):  
Aysegul Liman Kaban ◽  
Isil Boy Ergul
Keyword(s):  
Primary School ◽  
New Technologies ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Advantages And Disadvantages ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Teachers Attitudes

This research study intends to explore teachers' use of tablets to in six EFL classrooms. The case study covers one private primary school in Istanbul, Turkey. Through the analysis of semi-structured interviews, the aim is to find out the factors affecting EFL teachers use of tablets, their attitudes towards using these devices, and the advantages and disadvantages they see in using tablets in their teaching. The study focuses on teachers' perspective as they are by and large ignored when it comes to the introduction of new technologies in educational institutions.

Understanding Children’s Rights: A Vision beyond Vulnerability

2015 ◽  
Vol 84 (2) ◽  
pp. 155-182 ◽  
Author(s):  
John Tobin
Keyword(s):  
Human Rights ◽  
Critical Role ◽  
Children's Rights ◽  
Unintended Consequences ◽  
Children’S Rights ◽  
Right To Participation ◽  
Special Rights

The idea of children’s vulnerability played a critical role in motivating the adoption of the un Convention on the Rights of a Child, but should vulnerability provide the basis for special human rights for children? Are children especially vulnerable relative to adults? This article seeks to explore the idea of children’s vulnerability in understanding the concept of children’s rights. It argues that vulnerability is not a condition peculiar to children. At the same time it recognizes that children experience special vulnerabilities relative to adults. It is these vulnerabilities that provide a justification for the special rights accorded to them under the Convention. The characterisation of children as vulnerable carries the risk that they will be defined by their vulnerabilities. To address the unintended consequences of a vulnerability paradigm, there is a need to expand the conception of children in a way that recognises their evolving capacities and right to participation.

Sign in / Sign up

Export Citation Format

Share Document