scholarly journals SCHOOL-BASED SOCIAL PEDAGOGY AND ITS IMPLEMENTATION IN THE CZECH SCHOOL SYSTEM

2018 ◽  
Vol VI (1) ◽  
Author(s):  
Jitka Lorenzova
Keyword(s):  
School System ◽  
School Based ◽  
Social Pedagogy

On Leadership: Planning for equity

2019 ◽  
Vol 101 (3) ◽  
pp. 60-61
Author(s):  
Joshua P. Starr
Keyword(s):  
Student Achievement ◽  
Curriculum Development ◽  
Professional Learning ◽  
School System ◽  
Planning Process ◽  
Learning Opportunities ◽  
Hiring Practices ◽  
School Based ◽  
Improvement Planning ◽  
System Leaders

Every year, school-based teams all over the country engage in the ritual known as improvement planning. In theory, the process is designed to identify low-performing students and specify plans for raising their achievement. In practice, though, improvement planning tends to be an empty exercise in compliance, in which school teams aim to do little more than fill out the required paperwork. If school system leaders are truly committed to providing all students with equitable learning opportunities, argues Joshua Starr, they need to focus the improvement planning process on things that actually matter to student achievement, such as budgeting decisions, hiring practices, curriculum development, professional learning, discipline reform, and community engagement.

scholarly journals Understanding the Minority Voice in a Pluralistic Society: The Case of Islamic Schools

2019 ◽  
Vol 29 (1) ◽  
pp. 60-76
Author(s):  
Leila H. Shatara ◽  
Maysaa Barakat ◽  
Mounir Bourkiza
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
School System ◽  
The United States ◽  
Muslim Students ◽  
Pluralistic Society ◽  
Islamic Schools ◽  
Faith Based ◽  
School Based ◽  
Racial Lines

With a growing number of faith-based private schools, charter schools, and public schools divided along ethnic and racial lines, the school system in the United States is becoming more segregated. This study aims to examine the reasons some Muslim parents choose Islamic schools over other school options and aspires to inform district and school-based administrators of what could be done to make public schools more responsive to the needs of Muslim students.

scholarly journals A Critical Discourse Analysis of School-Based Behavioural Policies: Reconceptualizing Understandings of Responses to Student (Mis)Behaviours

2021 ◽  
pp. 64-78
Author(s):  
Cara Colorado ◽  
Melanie D. Janzen
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
School System ◽  
Critical Discourse ◽  
Safe Schools ◽  
Behaviour Problems ◽  
Student Group ◽  
Policy Makers ◽  
School Based ◽  
Canadian Provinces

Students who have been labeled as having “behaviour problems” in the school system have some of the worst academic and social outcomes of any student group. In most Canadian provinces, responses to students who misbehave are legislated through Safe Schools policies intended to guide districts and individual schools in responding to student misbehaviour. In this research project, we conducted a critical discourse analysis of Manitoba’s Safe and Caring Schools documentation in order to analyze the ways in which provincial policies construct school-based responses to behaviours. Based on our analysis, recommendations for policy-makers to better support studentsinclude revising policies to reflect reconceptualized views of children, non-deficit understandings of behaviour, and ethical responses to student behaviour.

scholarly journals Papass clinical trial protocol: a multi-component school-based intervention study to increase acceptance and adherence to school feeding

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Rafael Lavourinha Pinto ◽  
Bárbara da Silva Nalin de Souza ◽  
Anna Beatriz Souza Antunes ◽  
Mara Lima De Cnop ◽  
Rosely Sichieri ◽  
...  
Keyword(s):  
Clinical Trial ◽  
School System ◽  
School Environment ◽  
Intervention Group ◽  
Public School System ◽  
School Meals ◽  
School Feeding ◽  
School Based ◽  
National School ◽  
The Impact

Abstract Background One of the largest school feeding programs in the world is the National School Feeding Program of Brazil. However, results from the 2012 National School Health Survey indicated that only 22.8% of 9th grade students in Brazilian public school system consumed school meals. The literature presents few studies aiming to promote healthy food consumption in the school environment from interventions, which found inconclusive results. Thus, this study aims to present a protocol to evaluate the effectiveness of multi-component school-level interventions to increase adherence and acceptance to school feeding. Methods School-based multi-component clinical trial with students from 4th-9h grade from 3 municipal schools of Sumidouro, Rio de Janeiro, Brazil, in 2019. The study design will be parallel, with 3 arms: Control group (without intervention); Intervention group 1 (changes in school environment) and Intervention group 2 (changes in menu and school environment). Interventions in the environment will be based on the principles of choices architecture and, the modification in the dishes that make up the menus offered to the students, on the factors that contribute to poor adherence and acceptance to school feeding, identified by focus groups. Adherence to school feeding will be assessed through a specific question in the questionnaire directed to the frequency of consuming school meals in the week, applied by researchers in three moments. Acceptance will be assessed from the acceptability test application with dishes served to students during the year. Statistical analyses will be performed using generalized linear models, which will be used to assess the impact of the intervention, and will include 3 main variables: intervention, time and the intervention x time interaction. Discussion This study will investigate if the impact of the implementation of interventions in the environment and in the dishes served to students may increase adherence and acceptance to school feeding. Positive results could show the effect of implementing interventions throughout Sumidouro’s public school system, as well as throughout the country, aiming to improve the consumption of school meals. Trial registration Brazilian Registry of Clinical Trials, RBR-7mf794. Date of registration: December 27, 2018.

Revealing School Counselors’ Perspectives on Using Physical Activity and Consulting with Coaches

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1.
Author(s):  
Laura Hayden ◽  
Meghan Ray Silva ◽  
Kaitlin Gould
Keyword(s):  
Physical Activity ◽  
School Counselors ◽  
School System ◽  
Life Skills ◽  
Socioemotional Development ◽  
Asca National Model ◽  
School Based ◽  
National Model ◽  
Consultative Process ◽  
Practical Implications

This study reveals school counselors’ perspectives on using physical activity and a consultative process with coaches to provide school-based support for youth. Emerging from this exploration are ways that school-based physical activity might be used to help students develop life skills and to remove barriers to systemic integration of socioemotional development through physical activity into the school system. Practical implications focus on system-based change and collaborative opportunities using the ASCA National Model.

Searching for a Place

2020 ◽  
pp. 53-82
Author(s):  
Elizabeth Fein
Keyword(s):  
United States ◽  
School System ◽  
Asperger's Syndrome ◽  
Social Ties ◽  
Asperger’S Syndrome ◽  
The United States ◽  
Geographically Dispersed ◽  
School Based ◽  
Syndrome Diagnosis ◽  
Shared Culture

This chapter explores the challenges faced by youth diagnosed with Asperger’s syndrome and their families as they struggle to find a place for themselves in their school system. Through school-based ethnography of a district on the East Coast of the United States, this chapter argues that the experiences of these students in the special education system is an example of what sociologist Ulrich Beck calls “institutionalized individualism”: People are compelled, through large and geographically dispersed bureaucratic systems, to think of themselves as decontextualized individuals rather than members of consistent communities bound by social ties. The students’ creative attempts to create consistency in their environments are repeatedly uprooted, leading to a worsening cycle of social estrangement and brittle emotional volatility. For many of them, the Asperger’s syndrome diagnosis provided a refuge: access to Asperger’s-specific classrooms that provided a sense of safety and a shared culture, characterized by the inventive repair of broken connections both material and social.

Swallowing and Feeding Services in the Schools: From Therapy to the Dinner Table

2015 ◽  
Vol 24 (4) ◽  
pp. 155-161
Author(s):  
Emily M. Homer ◽  
Patricia Carbajal
Keyword(s):  
School System ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Feeding Disorders ◽  
Significant Progress ◽  
Home Setting ◽  
School Based ◽  
Dinner Table

Addressing swallowing and feeding in a school system is a team effort. Working closely with parents is essential to the student's progress. This article profiles swallowing and feeding intervention by a school-based team with a 5-year-old Down's Syndrome student with dysphagia and behavioral feeding disorders. The team was able to work successfully with the parents which resulted in the student making significant progress both at school and in the home setting.

scholarly journals UP School: Motion, Perception, Learning

2021 ◽  
pp. 341-346
Author(s):  
Lino Cabras ◽  
Fabrizio Pusceddu
Keyword(s):  
School System ◽  
Self Awareness ◽  
Learning Space ◽  
School Based ◽  
Educational Spaces ◽  
Dynamic Dimension ◽  
Sustainability Practices ◽  
Perceptual Abilities ◽  
The Individual ◽  
Active Exploration

AbstractThe design strategy common to the educational spaces for the “Up School” based in the metropolitan area of Cagliari aims to frame a flexible learning space open to experimentation and the active exploration of places. Indeed, learning does not merely mean collecting and memorizing information; it also requires the ability to select, connect, understand and integrate, first by acquiring self-awareness and by developing perceptual abilities. Space—as experienced in its dynamic dimension—plays a crucial role in this process. The principles of the dynamic perception of space established by the most important investigations in neuroscience of recent years, were declared by the experimentations of the Bauhaus workshops, ahead of their time, as being strongly related to space, body and mind. Beginning with this premise, the “Up School” project—nursery, preschool and primary school—integrates an innovative educational program with the spatial layout of its environments. These spaces are conceived as a fluid sequence of “affordances” where, from an early age, children can shape their world within a perspective guided by good sustainability practices, enabling technologies and psychomotor equilibrium. Thus, the school system changes by being more conscious of its fulcrum: namely, the psychosomatic dimension of the individual.

scholarly journals Bridge or Hurdle?

Intersections ◽  
2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Christine Steiner
Keyword(s):  
Learning Environments ◽  
School System ◽  
Immigrant Students ◽  
Well Being ◽  
Children And Youth ◽  
School Aged Children ◽  
School Based ◽  
Strong Focus ◽  
Social Belonging ◽  
German School

The massive influx of refugees in 2015 and 2016, among them many school-aged children and youth, sped up the debate about Germany as a country of immigration, in particular about the fairness and social inclusiveness in the German school system. As in many other European countries, in Germany newly immigrated students without knowledge of German initially attend preparatory classes. The strong focus on learning German and the separation of the students from native-born peers are seen to hinder both their educational progress and social belonging within school. Based on data from a survey of newly arrived students conducted in 2018 and with regard to the students’ well-being, this paper examines the question as to whether or not attending a preparatory class is an obstacle to integration within the school community. The findings show that immigrant students generally have a good relationship with their new classmates and teachers and feel well at school. Attending a preparatory class does lead to some restrictions, i.e., it limits the chance to establish friendships with native-born schoolmates. At the same time, there are also advantages connected with learning in separate learning environments.

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