scholarly journals ASSESSMENT OF LEARNING WITH NATURE IN PRESCHOOL

2018 ◽  
Vol 16 (7) ◽  
Author(s):  
Syaida Farizah Saleh ◽  
Nurul Syala Abdul Latip ◽  
Asiah Abdul Rahim
Keyword(s):  
Formal Education ◽  
Structured Interview ◽  
Free Play ◽  
Positive Development ◽  
Outdoor Learning ◽  
Medical Outcomes ◽  
Children With Disability ◽  
Nature Awareness ◽  
Social Environmental ◽  
Indoor Spaces

Learning with nature is a form of psychological therapy for all, including children with disability. Beyond the psychological aspect, access to outdoor green space can also improve social, environmental, developmental, emotional and behavioural, and even medical outcomes. In Malaysia, studies of learning with nature remain scarce due to the Malaysian education system’s focus on indoor learning rather than outdoor learning. This research aimed at determining perceptions towards the application of learning with nature among preschool educators. Qualitative methods were used for data collection, consisting of structured interview and field observation. Four preschools were selected as sample. Results show that learning with nature contributes to the positive development of the children. The approaches used to instil nature awareness include conducive landscape, environmental activities, outdoor class activities, outdoor free play, formal education and recreational programme outside a preschool. These involved both outdoor and indoor spaces and facilities.

Ensuring Comprehensive Care and Support for Transgender and Gender-Diverse Children and Adolescents

2021 ◽  
pp. 5-18
Author(s):  
Jason Rafferty ◽  
Keyword(s):  
Health Disparities ◽  
Positive Development ◽  
Underserved Population ◽  
Policy Statement ◽  
Medical Outcomes ◽  
Gender Diverse ◽  
Care And Support ◽  
Standardized Treatment ◽  
And Gender ◽  
Pediatric Providers

As a traditionally underserved population that faces numerous health disparities, youth who identify as transgender and gender diverse (TGD) and their families are increasingly presenting to pediatric providers for education, care, and referrals. The need for more formal training, standardized treatment, and research on safety and medical outcomes often leaves providers feeling ill equipped to support and care for patients that identify as TGD and families. In this policy statement, we review relevant concepts and challenges and provide suggestions for pediatric providers that are focused on promoting the health and positive development of youth that identify as TGD while eliminating discrimination and stigma.

Knowledge and skills for accessing agricultural information by rural farmers in South-East Nigeria

IFLA Journal ◽  
2020 ◽  
pp. 034003522095183
Author(s):  
Ugonna B Fidelugwuowo
Keyword(s):  
Formal Education ◽  
Structured Interview ◽  
Skills Acquisition ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Interview Schedule ◽  
Knowledge And Skills ◽  
Rural Farmers ◽  
Level Of Knowledge ◽  
Frequency Counts

Rural farmers make up the majority of crop producers in any developing economy. Their level of access to agricultural information stems from the knowledge and skills they possess. This article aims to identify the sources of agricultural information and the level of knowledge and skills rural farmers possess for accessing such information in South-East Nigeria. A structured interview schedule and focus group discussions were used to collect relevant data. The method of analysis involves frequency counts, percentages and means. The study reveals that 41.7% of the respondents were between the ages of 41 and 50, while 62.6% were married, 84.8% were Christians and 29.8% had no formal education. The major source of agricultural information was through friends and co-workers, while the knowledge and skills they possessed for accessing agricultural information were generally low. The work provides an objective framework and measure of the existing competencies, and identifies the need for further skills acquisition.

scholarly journals Farmers’ Information Literacy and Productivity Performance of Smallholder Horticulture in a Highland Zone, Kenya

2020 ◽  
pp. 89-99
Author(s):  
Nelly Chebet Sang ◽  
Joseph Kipkorir Cheruiyot
Keyword(s):  
Information Literacy ◽  
Formal Education ◽  
Survey Design ◽  
Rank Correlation ◽  
Structured Interview ◽  
Cross Sectional Survey ◽  
Design Data ◽  
Cross Sectional ◽  
Organizational Skills ◽  
And Performance

The horticulture sub-sector contributes substantially to the Kenyan economy, but smallholder productivity is low. This study investigated the role of information literacy on smallholder horticultural productivity performance in a lower highland zone of Belgut Sub-county, Kericho County, Kenya. The study used descriptive cross-sectional survey design. Data were collected between January and April 2019. Smallholder horticulture farmers who previously participated in a program; NALEP, in Belgut Sub-county were purposely selected and interviewed. Data was collected from 31 respondents through face-to-face household interviews using pre-tested semi-structured interview schedules and analyzed using Statistical Package for Social Sciences (SPSS) version 20. Descriptive statistics were utilized to document the farmers’ information sources. Associations between attributes were analyzed by running Goodman and Kruskals’ gamma and Somers’ d. Findings indicated that the smallholder horticulture farmers obtained horticultural information mostly from the public extension, but also from private companies, NGOs/FBOs, mass media, and other farmers. Farmers’ level of formal education, organizational skills, accounting, and farming skills; as indicators of information literacy, showed moderate strength of relationship with productivity and profitability (Gamma = 0.200 to 0.563) but showed mixed strength with horticultural produce quality (Gamma = 0.138 to 0.948).Somers delta showed similar patterns (Somers d = 0.089 to 0.684). When the four indicators of information literacy were amalgamated into an information literacy score, there was evidence of a moderate strength monotonic relationship between information literacy and performance as measured by the Spearman rank correlation; rs (29) = .571, P = .001.The study concludes that farmers obtain horticultural information from diverse sources. Information literacy contributes to the productivity and profitability of smallholder horticulture. Capacity building of the farmers on information literacy is recommended.

Inclusion Understood From the Perspectives of Children With Disability

2010 ◽  
Vol 27 (4) ◽  
pp. 275-293 ◽  
Author(s):  
Nancy Spencer-Cavaliere ◽  
E. Jane Watkinson
Keyword(s):  
Physical Activity ◽  
Brachial Plexus Injury ◽  
Developmental Coordination Disorder ◽  
Nemaline Myopathy ◽  
Free Play ◽  
Children’S Perspectives ◽  
Children With Disability ◽  
Semistructured Interviews ◽  
Age Range ◽  
Coordination Disorder

This study explored the perspectives of children with disabilities regarding the concept of inclusion in physical activity. Participants were children (two girls, nine boys, Mage = 10 years, five months, age range: 8–12 years) with disabilities, including cerebral palsy, fine and gross motor delays, developmental coordination disorder, muscular dystrophy, nemaline myopathy, brachial plexus injury, and severe asthma. Children’s perspectives on inclusion in physical activity (e.g., sports, games, and play) were explored through semistructured interviews. Interviews were digitally audio taped and transcribed verbatim. Data were analyzed through content analysis. Three themes emerged from the data: gaining entry to play, feeling like a legitimate participant, and having friends. These themes were associated with feeling included to varying degrees in sports, games, and play. In essence, it was the actions of others that were the prominent features identified by children that contributed to feeling more or less included in physical activity contexts. These results are discussed in relation to inclusion in physical education, recreation, and unstructured free play.

A phenomenological study on the meaning of educational justice for street children

2018 ◽  
Vol 14 (1) ◽  
pp. 57-67
Author(s):  
Ali Nouri ◽  
Yousef Karimi
Keyword(s):  
Formal Education ◽  
Phenomenological Study ◽  
Street Children ◽  
Sampling Technique ◽  
Structured Interview ◽  
Present Condition ◽  
Educational Justice ◽  
Disadvantaged Children ◽  
Working Children ◽  
Distribution Of Resources

A phenomenological study was conducted to obtain an understanding of the meaning of educational justice for street-working children in Tehran, Iran. The data were obtained through observation and semi-structured interview from 22 children aged between 5 and 15 years old (13 male and 9 female) who were selected based on their cooperation through a convenience sampling technique. The children’s responses to the interview questions regarding their perceptions of educational justice and the other related concerns were coded and a set of categories were developed. The results of the study indicated that poverty and parental negligence are the two primary and interrelated reasons that lead children to work on streets and consequently limit their access to formal education. The participants viewed educational justice as providing all children with adequate opportunities for access to formal education and establishing effective mechanisms for a fair distribution of resources and facilities in a way that all disadvantaged children including street children could benefit from and engage in productive activities of the society. They expected that educational system should not only be responsible for providing education for all but also to show greater concern and effort for the children with special needs. The present condition of street children necessitates better future policy-making to develop practical solutions in order to meet the basic educational needs of street children more efficiently and equitably.

scholarly journals Oral Language Expectations for African American Preschoolers and Kindergartners

2002 ◽  
Vol 11 (1) ◽  
pp. 59-70 ◽  
Author(s):  
Holly K. Craig ◽  
Julie A. Washington
Keyword(s):  
African American ◽  
Oral Language ◽  
African American Students ◽  
Language Production ◽  
Formal Education ◽  
Free Play ◽  
Kindergarten Students ◽  
Question Prompts ◽  
Complex Syntax ◽  
American Students

Fundamental to improving our clinical and empirical understanding of African American students is the development of appropriate, culture-fair assessment methods. This investigation provides descriptive information in the form of means and standard deviations for the performances of 100 typically developing African American preschool and kindergarten students on selected measures of oral language production and comprehension. The measures included four derived from free-play spontaneous language samples: a dialect density measure, mean length of C-units, frequencies of complex syntax, and number of different words. Two measures were derived from responses to nonstandardized elicitations in the form of question prompts and probes of active/passive voice construction. Performances were stable for socioeconomic status on all measures. Dialect density and number of different words varied significantly by gender. Responding to requests for information in the form of question prompts showed a statistically significant increase from preschool to kindergarten. The protocol is recommended for culturefair assessment purposes with African American students as they begin formal education.

scholarly journals APPRAISING THE IMAGE OF FORMAL EDUCATION BY INFORMAL EDUCATORS

2018 ◽  
Vol 76 (3) ◽  
pp. 406-414
Author(s):  
Sara Zamir
Keyword(s):  
Education System ◽  
Research Methodology ◽  
Informal Education ◽  
Professional Training ◽  
Formal Education ◽  
Structured Interview ◽  
Semiotic Analysis ◽  
Strongly Connected ◽  
Informal Educators ◽  
Set Up

Discussion about the need for professionalization has accompanied the development of informal education from its very early stages. Some people believe informal education is staffed by temporary players whose main value derived in part from the fact that their work embodies the principles of altruism, hence they need no professional training. In contrast, others believe that work in this field is complex, hence appropriate training settings should be set up for those working in informal education as well. The aim of this research was to evaluate the perception of formal education by informal education educators. The research methodology is qualitative; it employs a structured interview of the participants and a semiotic analysis of pictures that participants were asked to provide that they felt represented the formal education system. The main findings of the semiotic analysis clearly show that the pictures chosen raise connotations of rigidity, emptiness, loneliness, sadness, insufficiency and boredom. Those images are strongly connected to the debate of recruiting resourceful and capable teachers to formal education systems in the era of accountability. Keywords: formal education, informal education, informal code, semiotics.

scholarly journals Students’ perceptions towards native and non-native english speaker teachers

2021 ◽  
Vol 12 (2) ◽  
pp. 80-95
Author(s):  
Ratih Ayu Wulandari ◽  
Asih Rosnaningsih ◽  
Fairus Sintawati
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Formal Education ◽  
Mother Tongue ◽  
Education Institution ◽  
English Teachers ◽  
Structured Interview ◽  
Effective Learning ◽  
Teachers And Students ◽  
Native Teachers

There was an argument that native English teachers have many advantages than non-native English teachers and students preferred native to non-native teachers; however, the argument had to be assessed. Many researchers had been exploring students’ perceptions of native and non-native English teachers worldwide in formal education institutions. This study aimed to explore students’ perceptions of native and non-native English teachers in a non-formal education institution. This was a qualitative study based on a descriptive approach conducted using three instruments: close-ended questionnaire, semi-structured interview, and documentation. The study revealed that native and non-native English teachers had their own specific roles in the Indonesian context. Students needed native more than non-native teachers because the latter were bilingual having the same mother tongue as them, and they enabled a successful learning process because of the effective learning strategies they shared. Also, non-native teachers helped students deal with difficulties and challenges in their learning process.

scholarly journals Spatial Analysis of the Impacts of Crop Farmers and Cattle Herders Conflicts on Community Development in Adamawa State, Nigeria

2020 ◽  
pp. 40-53
Author(s):  
Simon Bulus ◽  
Collins H. Wizor
Keyword(s):  
Community Development ◽  
Formal Education ◽  
Agricultural Land ◽  
Group Discussion ◽  
Personal Characteristics ◽  
Holistic Approach ◽  
Structured Interview ◽  
The State ◽  
Community Leaders ◽  
The Government

The constant conflicts between crop farmers and cattle herders over the years in the Sahel savanna region, particularly the Northeast geopolitical region of Nigeria has been a recurring issue claiming several lives and properties without any holistic approach by the government to ameliorate or solve the problem. In contemporary times, the conflict has assumed a dangerous dimension and therefore, requires urgent measures to curb the menace. It is against this background that this study seeks to investigate the impacts of crop farmers' and cattle herders' conflict on community development in Adamawa State, Nigeria. Three (3) Local Government Areas (LGA) in the state were purposively selected from the 3 senatorial zones in the state. This was followed by the selection of 21 crop farmers and 21 cattle herders from each of the 3 LGAs through purposive and random sampling techniques to obtain a sample size of 126 respondents. Data were gathered with the aid of structured questionnaires and structured interview schedules. Focus Group Discussion (FGD) was also conducted with separate groups of cattle herders and crop farmers. Descriptive statistics (mean, frequency counts, percentages) were used to describe the personal characteristics of crop farmers and cattle herders, inferential statistics (Logit regression, chi-square) were used to determine the factors responsible for the cause of conflict and the relationship between the conflict and community development indices in the study area. Results from the findings shows that majority of the crop farmers and cattle herders are male, the perceived causes of the conflicts include encroachment of grazing reserve by farmers, the encroachment of stock route by farmers, grazing of crops by the herders and non-accessibility to water points by the two groups. The study further revealed major impacts of these conflicts to include loss of human lives and reduced household income, reduced access to agricultural land and destruction of infrastructural facilities. The conflict resolution strategies adopted includes but not limited to reactivation of existing grazing reserves, sensitization of conflicting parties by community leaders and amendment of laws on grazing reserves. Finally, the study further linked these constant conflicts to the very poor community development in Adamawa State. The study recommended formal education for both farmers and herders, sensitization of the crop farmers and cattle herders by the government and community leaders on the need for both groups to coexist and implementation of the existing laws on grazing reserves and land use policies by the government.

scholarly journals Teachers and School “Discipline” in Greece: A Case Study

2016 ◽  
Vol 7 (1) ◽  
pp. 8 ◽  
Author(s):  
Dimitris T. Zachos ◽  
Anna Delaveridou ◽  
Alexandra Gkontzou
Keyword(s):  
Formal Education ◽  
School Discipline ◽  
Structured Interview ◽  
Research Strategy ◽  
The Body ◽  
Discipline Problems ◽  
Negative Behaviors ◽  
Main Technique ◽  
Teachers Attitudes

“Discipline” is a notion which is related to military and police organization and structures and thus it is possible to cause negative predisposition to a number of people. We use the term discipline in quotes, because we could not find a more suitable, in order to describe the body of measures, acts and incidents we deal in the research we present here. “Discipline” in classroom and in school is an issue which concerns educators, parents and guardians, as well as politicians in many countries. Policies and practices of “discipline” in schools are associated with social and political factors and events. Massive, formal, education as it is structured since it has been established, premises a specific framework in order to be operative. A number of rules and routines are necessary to apply if a school and a classroom want to achieve their cognitive, emotional, and social goals. In this paper, we present data of a research relating to the exploration of teachers’ attitudes, beliefs and practices concerning issues of school “discipline” in Greek schools. Our research strategy is Case Study and its main technique is in-depth semi-structured interview. Our main findings display what teachers who participate in our research consider as causes of school discipline problems; how they relate these problems with wider social reality pupils face; how their positive and negative behaviors contribute to pupils behaviors; techniques they use to prevent and resolve “discipline” problems and how they evaluate their basic studies and retraining in order to manage their classrooms.

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