RELATIONSHIPS OF THE SCHOOL ENVIRONMENT WITH EDUCATIONAL FACTORS OF INTEGRATION FAVOURING THE INCLUSION OF FORCED MIGRANTS’ CHILDREN

2021 ◽  
Author(s):  
Valentina Demidenko ◽  
Edita Stuopyte
Keyword(s):  
School Environment ◽  
Forced Migrants ◽  
Educational Factors

THE ROLE OF EDUCATION IN THE INTEGRATION PROCESS OF FORCED MIGRANTS

2018 ◽  
Vol 3 ◽  
pp. 225-234
Author(s):  
Valentina Bereznaja-Demidenko ◽  
Edita Štuopytė
Keyword(s):  
Communication Skills ◽  
Emotional State ◽  
Formal Training ◽  
Integration Process ◽  
Training Activities ◽  
Forced Migrants ◽  
Educational Factors

The article deals with educational factors that involve the integration process of forced migrants. Non-formal training of multicultural communication skills is analysing as one of several educational factor of forced migrants’ integration. Moreover there is analyzed how non-formal training activities influence the emotional state and abilities of forced migrants’ minors.  These results are relevant for institutions and communities that face with the multicultural communication every day. The theoretical parts of article contain the analysis of the publications made on the integration of forced migrants and multicultural communication in the integration process of the review. The empirical part of the research present how non-formal training activities influence on minors forced migrants emotional state and their preparation to the integration.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Violence And Aggression among Adolescent Learners within School Environment

2014 ◽  
Author(s):  
Mariola Wojciechowska ◽  
Monika Szpringer ◽  
Jolanta Goral-Polrola
Keyword(s):  
School Environment

School Environment Measure

2011 ◽  
Author(s):  
Linda P. Juang ◽  
Alvin N. Alvarez
Keyword(s):  
School Environment
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