Pilikia

Light in the Queen's Garden ◽

10.21313/hawaii/9780824866440.003.0007 ◽

2017 ◽

Author(s):

Sandra E. Bonura

Keyword(s):

School Environment ◽

College Experience ◽

Western Culture ◽

Clash Of Cultures ◽

Young Teachers

The transition from traditional Hawaiian to Western culture was a harsh and abrupt one for pupils, and this chapter presents vivid examples of the dramatic clash of cultures. As stressful as the school environment could be for the students, it was at least equally so for the young teachers, who, like their pupils, had to adapt to an environment for which nothing in their home or college experience had prepared them. Trespassing, burglaries, student rebellion, illness, pagan gods, tragedies, violence, and betrayal were constant sources of anxiety for the teachers.

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Adolescents' Groups in Senegal

Psychological Reports ◽

10.2466/pr0.1980.47.3.795 ◽

1980 ◽

Vol 47 (3) ◽

pp. 795-802 ◽

Cited By ~ 2

Author(s):

Walter D'Hondt ◽

Michel Vandewiele

Keyword(s):

Public Schools ◽

West Africa ◽

School Environment ◽

Peer Groups ◽

Western Culture ◽

Internal Conflicts ◽

Minor Influence ◽

A Minor ◽

Mixed Groups

From 1000 students attending each of the secondary public schools in Senegal (West Africa) responses to a brief questionnaire were analyzed for characteristics of favourite peer groups. More than 80% of the respondents belonged to one or several groups. Their activities were: culture (216 %), sports (21 2%), dance-parties (18.8%), social evenings (10.7%), music (99%), and day-tripping (6%). As regards size, the number counting 11 or more members was four times the number of those counting less than 11. Girls formed smaller groups than did boys. About a third of the groups were non-mixed. Boys more than girls belonged to mixed groups. School environment had a minor influence on the establishment of groups outside school. The qualities of the groups' leader (when existing) were: discipline, experience, wisdom, and maturity. Conflicts with other groups were mainly due to rivalries concerning girls. Internal conflicts (lack of understanding) were more frequent. The ideas advocated by the groups were principally: solidarity, unity (23.6%), and struggle against social injustices (11.8%). Despite the unquestionable influence of Western culture in the groups' names (70% were in French), the prevailing aspirations in the choice of names were symptomatic of the shaping of the adolescents' identity: appeal to solidarity, awareness of their youthfulness and of their black personality.

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The competences of young teachers in education of pupils with special educational needs

The Education and science journal ◽

10.17853/1994-5639-2020-10-139-160 ◽

2020 ◽

Vol 22 (10) ◽

pp. 139-160

Author(s):

J. Slowik ◽

M. Peskova ◽

O. V. Shatunova ◽

E. V. Bartus

Keyword(s):

Teacher Training ◽

Inclusive Education ◽

School Environment ◽

Educational Needs ◽

Practical Significance ◽

Special Educational Needs ◽

Modern Development ◽

Open Coding ◽

Expert Support ◽

Young Teachers

Introduction. The present article considers the problem of readiness of young teachers to teach children with special educational needs in countries where the introduction of inclusive education began only in the last decade. The authors describe the key concepts of the theory of formation of professional skills and competences of teachers for working in inclusive education, based on which the results of research conducted in theCzechRepublic,Poland andRussia.The aim of this article is to compare the experience of young teachers in teaching children with special educational needs in relation to their skills and competences needed to perform this task.Methodology and research methods. Questionnaires and interviews were used to collect quantitative and qualitative data, which were eventually processed using basic statistics (quantitative survey) and the open-coding method (qualitative content).Results. The results of the study indicate both strong and weak aspects of the skills of young teachers in teaching students with special educational needs. In particular, a qualitative analysis of teachers’ responses revealed some interesting ideas that can be used in the search for improvements in teacher training, as well as in the support provided to teachers working with children with special educational needs directly in the school environment at the beginning of their professional careers. In general, it can be stated that young teachers in all three countries do not feel sufficiently qualified in terms of training to work with these children and are in need of expert support.Scientific novelty. The results of the current research allow for the determination of some priorities in teacher training for the modern development of inclusive education in the countries examined.Practical significance. The presented materials of the research can become the basis for developing a system of expert support for young teachers in the implementation of inclusive education, as well as new programs for preparing future teachers to work with pupils with special educational needs.

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Creative Problem Solving in Public School Supervision

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2003.320 ◽

1989 ◽

Vol 20 (3) ◽

pp. 320-332 ◽

Cited By ~ 5

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.

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