Training of teachers for the implementation of universal design in educational activities

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 137-149
Author(s):  
Nadiia Byrko ◽  
Hanna Tolchieva ◽  
Olha Babiak ◽  
Anna Zamsha ◽  
Oksana Fedorenko ◽  
...  
Keyword(s):  
Secondary Education ◽  
Universal Design ◽  
Theory And Practice ◽  
Group Discussions ◽  
Learning Space ◽  
Educational Activities ◽  
Laboratory Experience ◽  
Class Discussions ◽  
Educational Applications ◽  
Physical Spaces

The purpose of the research is to determine ways in order to train teachers for the implementation of a universal design in educational activities at secondary education institutions. 378 teachers (Ukraine) on the Google-forms platform took part in the survey. It has been highlighted that the basic differences between the theory and practice of the implementation of inclusion and universal design are as follows: inclusion is more difficult to apply in practice; design needs clarification of some practical concepts. It has been determined that the most common methods of involving into the implementation of universal design are manifestation of enthusiasm, providing examples and feedback to students; representation through class discussions, laboratory experience and images; group discussions in the classroom, projects, workshops and tests.  It has been noted that UD can be used to create educational applications in order to adapt the learning space to the needs of the student (elements of physical spaces and instructions in order to make them more accessible, useful, and comprehensive).

Navigating Theory and Practice Through Evaluation Fieldwork

2016 ◽  
Vol 38 (4) ◽  
pp. 493-506 ◽  
Author(s):  
Jill Anne Chouinard ◽  
Ayesha S. Boyce ◽  
Juanita Hicks ◽  
Jennie Jones ◽  
Justin Long ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Theory And Practice ◽  
Cultural Dynamics ◽  
Group Discussions ◽  
Evaluation Theory ◽  
Evaluation Practice ◽  
Reflective Journals ◽  
The Social ◽  
The World ◽  
The Relationship

To explore the relationship between theory and practice in evaluation, we focus on the perspectives and experiences of student evaluators, as they move from the classroom to an engagement with the social, political, and cultural dynamics of evaluation in the field. Through reflective journals, postcourse interviews, and facilitated group discussions, we involve students in critical thinking around the relationship between evaluation theory and practice, which for many was unexpectedly tumultuous and contextually dynamic and complex. In our exploration, we are guided by the following questions: How do novice practitioners navigate between the world of the classroom and the world of practice? What informs their evaluation practice? More specifically, how can we understand the relationship between theory and practice in evaluation? A thematic analysis leads to three interconnected themes. We conclude with implications for thinking about the relationship between theory and practice in evaluation.

scholarly journals Discussion Support System for Intra-class Discussions and the Criteria for Group Making

2009 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Ikuo Kitagaki
Keyword(s):  
Computer System ◽  
Support System ◽  
Cell Phone ◽  
Group Discussion ◽  
Group Discussions ◽  
Class Discussions ◽  
Other Information ◽  
Group Information ◽  
The Given ◽  
Computerized System

A computerized system has been discussed. It assists group discussion done in a classroom in the way that, first, it presents a topic with the relevant choices, second, each student selects a choice and sends it to the server, third, the server determines the groups according to the choices and other information, forth, it sends to the students’ cell phone the group information with each choice, lastly, students actually make group according to the given information then start to discuss. Relating to the system, this paper describes the configuration of the proposed computer system, two aspects of group division(difference in learning and similarity in learning), the algorithm of the group division, and the execution process of actual group discussions, assisted by this system, about specific topics.

Examining participation in relation to students’ development of health-related action competence in a school food setting

2016 ◽  
Vol 116 (1) ◽  
pp. 69-85 ◽  
Author(s):  
Dorte Ruge ◽  
Morten Kromann Nielsen ◽  
Bent Egberg Mikkelsen ◽  
Bjarne Bruun-Jensen
Keyword(s):  
Action Research ◽  
Health Education ◽  
Capacity Building ◽  
Practical Implication ◽  
Theory And Practice ◽  
School Food ◽  
Educational Activities ◽  
Content Type ◽  
Health Related ◽  
Action Competence

Purpose – The purpose of this paper is to examine how students’ participation in an integrated school food program was related to the development of components of food and health-related action competence (F & HRAC). These components were understood to be the knowledge, insight, motivation, ownership and social skills that made students able to take action regarding food and health in everyday life. Design/methodology/approach – Research was undertaken as a single case study of the development of an integrated education and health program called LOMA-Local Food (LOMA) in a secondary school in Denmark. Qualitative methods were applied, including an action research component, where researcher and teachers examined how students developed action competence. The program was based on a whole school approach with the aim of improving F & HRAC. As a way to obtain this, students participated in planning, preparing, cooking and serving their own school food as integrated in curriculum. The study applied the Health Promoting Schools’ (HPS) conceptual framework and the I nvestigation, V ision, A ction and C hange (IVACE) approach. Findings – Students who participated in LOMA educational activities became motivated for developing a food F & HRAC, which included components such as knowledge, insight, motivation, ownership, action experience, commitment, cooperation and critical thinking. Students developed practical skills related to food and health, when they were cooking healthy school food together with professionals and peers. The study also points to the importance of capacity building among teachers. The IVACE matrix is suggested as a relevant tool for monitoring forms of participation that contributes to students’ development of F & HRAC. Practical implications – There were indications of how participation in LOMA contributed to students’ development of F & HRAC. The practical implication of this is that “setting” is very important for the success of food and health education initiatives. In this integrated approach the production kitchen and the dining hall are indispensable. Also the new organization of the school day and the introduction of a shared daily meal are important practical components for the improvement of the learning environment. The possibility of combining theory and practice seem conducive for students’ achievement of action competence. Social implications – The current study is an example of how the IVACE matrix can be applied in order to plan, conduct and evaluate LOMA educational activities, which could be considered as a contribution to the HPS scientific community. It would be useful for other schools that intend to apply the LOMA approach. However, more research is needed, where teachers, students, staff and other stakeholders collaborate in an action research process. This could promote students’ health and support other initiatives regarding public health, sustainable development and democracy. Originality/value – This research may have implications for the way that school food programs are developed and implemented if they are to make a contribution to students’ development of F & HRAC. Taking the political interest for research-based interventions into account, it is important that future strategies include teachers’ capacity building. Research is also needed regarding further development and test of the IVACE matrix as a method in participatory, health education approaches. This should be seen in combination with a renewed focus on integrated curricula models related to the on-going discussion on redesign of western school curricula.

scholarly journals Innovative Development of the Organization of Catering of Schoolchildren as an Integral Part of the Management of Modern Institutions of General Secondary Education

2020 ◽  
Vol 12 (515) ◽  
pp. 471-481
Author(s):  
G. T. Piatnytska ◽  
◽  
O. M. Hryhorenko ◽  
N. O. Piatnytska ◽  
N. Y. Lytvyn ◽  
...  
Keyword(s):  
Secondary Education ◽  
Comprehensive Analysis ◽  
Theory And Practice ◽  
Student Service ◽  
Head Of School ◽  
Management Measures ◽  
School Canteen ◽  
General Scientific ◽  
Organization Of Production

The article is aimed at carrying out a comprehensive analysis and an evaluation of innovative processes that are currently taking place in the organization of school meals of general secondary education institutions (GSEI) of Ukraine and aimed at improving the management of their activities. To achieve the aim, general scientific and special research methods were used. The content essence of some concepts in the theory and practice of catering are closer defined. It is determined that innovations for the development of the organization of catering of schoolchildren in modern GSEI are being implemented in the following directions: updating the collection of recipe dishes for schoolchildren; development of a multi-variant menu of dishes, composed breakfasts and lunches; organization of production of semi-finished products and finished products, new forms of student service; providing new forms of communication between students (their parents) and the head of school canteen production, etc. The assessment of the quality of organization of catering in 10 schools of different districts of city of Kyiv, which have not same level of propensity for innovative changes, is carried out. It is determined that there is a sufficiently strong correlation between the introduction of innovations in the organization of catering in GSEI and the score assessment of the quality of this organization. It is identified that each innovation has certain advantages and probable disadvantages of its implementation, in order to overcome which it is necessary to plan and implement the proposed management measures. Concluding it is substantiated that a system approach to solving a complex of issues related to innovative processes in the organization of catering will increase the efficiency, safety and quality of nutrition of GSEI students and will contribute to improving the management of their activities. It is justified that the presented results are suitable for improving both the management of GSEI and the restaurant facilities organizing meals at the place of study.

scholarly journals Analisis Perbedaan Pada Kurikulum KTSP Dan Kurikulum 2013 Terhadap Penyesuaian Alokasi Waktu Perminggu Untuk SDLB

2019 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
Harizki Agung Nugroho ◽  
Ishartiwi Ishartiwi
Keyword(s):  
Educational Theory ◽  
Theory And Practice ◽  
Educational Activities ◽  
Theory Of Education ◽  
Human Child ◽  
Functional Curriculum ◽  
History Of

Abstrak:                Konsep kurikulum berkembang sejalan dengan perkembangan teori dan praktik pendidikan serta bervariasi sesuai dengan aliran atau teori pendidikan yang dianutnya. Menurut pandangan lama, sejak zaman Yunanni Kuno, kurikulum merupakan kumpulan mata pelajaran-mata pelajaran yang harus disampaikan guru atau dipelajari siswa. Pendidikan dalam sejarah peradaban anak manusia adalah salah satu komponen kehidupan yang paling urgent. Semenjak manusia berinteraksi dengan aktifitas pendidikan ini semenjak itulah manusia telah berhasil merealisasikan berbagai perkembangan dan kemajuan dalam segala lingkup kehidupan mereka. Bahkan pendidikan adalah suatu yang alami dalam perkembangan peradaban manusia. Kurikulum sering dibedakan antara kurikulum sebagai rencana (curriculum plan) dengan kurikulum yang fungsional (functioning curriculum). Kurikulum bukan hanya merupakan rencana tertulis bagi pengajaran, melainkan sesuatu yang fungsional yang beroperasi dalam kelas, yang memberi pedoman dan mengatur lingkungan dan kegiatan yang berlangsung di dalam kelas.Kata Kunci:                                      konsep kurikulum.Abstract:         The concept of curriculum develops in line with the development of educational theory and practice and varies according to the flow or theory of education it embraces. According to the old view, since the time of the Ancient Yunanni, the curriculum is a collection of subjects to be submitted by teachers or studied by students. Education in the history of civilization of the human child is one of the most urgent components of life. Since humans have interacted with these educational activities ever since, humans have succeeded in realizing various developments and progress in all spheres of their lives. Even education is a natural in the development of human civilization. The curriculum is often distinguished between the curriculum as a plan (curriculum plan) with a functional curriculum. The curriculum is not just a written plan for teaching, but something functional that operates in the classroom, which guides and regulates the environment and activities that take place in the classroom.

scholarly journals The Learning Effect of Electroacoustic Music in Secondary Education An Interdisciplinary Practice in Greek Schools

2020 ◽  
Vol 5 (9) ◽  
pp. 562-574
Author(s):  
VASSILEIA BOURA
Keyword(s):  
Secondary Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Contemporary Music ◽  
Music Educators ◽  
Electroacoustic Music ◽  
Theory And Practice ◽  
Musical Aesthetics ◽  
Wide Range ◽  
Learning School

In the rise of the 21st century, the music educator in modern schools is challenged to educate and train students in both conventional and contemporary music theory and practice. The contemporary approach to music learning and composition requests knowledge and practical skills from interdisciplinary fields. Electronics, physics, mathematics, computer science and music are merged to produce different contemporary styles of music. Students, in secondary education, are challenged to develop listening, performing and computer music skills, to expand their musical aesthetics and culture, together with their musical memory. Music educators are expected to teach a wide range of musical styles and techniques. Science and technology are parts of the musical practice in schools. Music has become an interdisciplinary subject, capable, more today than ever, to educate and shape personalities in school and for preparing students to be strong and healthy for entering society. Scientific and empirical research continues to be conducted to provide helpful guidelines for teachers' intentional use of music, in every class. This paper provides music educators with successful and valuable methods for incorporating electroacoustic music into the teaching and learning school environment applicable to secondary school settings

scholarly journals EDUCATIONAL ACTIVITIES IN UNIVERSITY DURING TEACHING GEOMETRY AND GRAPHIC DISCIPLINES TO THE BACHELORS OF TECHNICAL SCEINCES

2020 ◽  
Vol 225 ◽  
pp. 68-75
Author(s):  
O.N. Shevchenko ◽  
Keyword(s):  
Personal Development ◽  
Practical Experience ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Standards ◽  
Educational Activity ◽  
Soviet Period ◽  
Educational Activities ◽  
The Individual ◽  
The University

The education system at the university at the present stage is being created in the context of reforming education and other areas of activity that are closely related to the development processes of civil society. In todays’ Russia, the educational system that developed during the Soviet period has essentially lost its influence, and in accordance with the new challenges of the time, a different system for organizing the educational process is being formed. When teaching bachelors of technical sciences, it is possible and necessary to take into account the educational potential of technical disciplines in the complex process of a future engineering and technical worker personality forming. The methodological basis of the study is the psychological and pedagogical theory and practice of creating a system of educational activity when teaching engineering disciplines at a university with the aim of forming the personality of a competitive specialist in engineering and technology and reflecting the requirements of educational and professional standards for the training of experts in engineering profiles. The purpose of this article is to determine professionally important qualities and professionally significant psycho-physiological properties, based on theoretical analysis and study practical experience in teaching geometric graphic disciplines at a university, which students can form in the learning process for personal development and successful mastering of the profession in accordance with professional standards and the realities of industrial and technical sphere. Graphic culture has an impact on the worldview and moral values of the individual, forms aesthetic tastes, contributes to the formation of a civic position and responsibility. Educational activities at the university should be implemented not only in sports, leisure and entertainment events, but the most important aspects of personal education in learning technical disciplines are the formation of cognitive independence, strong-willed personality, emotional, behavioral, intellectual flexibility, which are the key qualifications of the future engineer. The results can be used in the teaching of graphic disciplines in technical universities.

scholarly journals Science cafés. Cross-cultural adaptation and educational applications

2009 ◽  
Vol 08 (04) ◽  
pp. A01 ◽  
Author(s):  
Michael Norton ◽  
Kayoko Nohara
Keyword(s):  
Cultural Context ◽  
Science Communication ◽  
Cultural Influences ◽  
Theoretical Models ◽  
Theory And Practice ◽  
Personal Skills ◽  
Institute Of Technology ◽  
Educational Applications ◽  
The Uk ◽  
Science Cafe

Tokyo Institute of Technology (TokyoTech) has been developing a number of methodologies to teach graduate students the theory and practice of science communication since 2005. One of the tools used is the science café, where students are taught about the background based primarily on theoretical models developed in the UK. They then apply that knowledge and adapt it the Japanese cultural context and plan, execute and review outcomes as part of their course. In this paper we review 4 years of experience in using science cafés in this educational context; we review the background to the students’ decision-making and consensus-building process towards deciding on the style and subject to be used, and the value this has in illuminating the cultural influences on the science café design and implementation. We also review the value of the science café as an educational tool and conclude that it has contributed to a number of teaching goals related to both knowledge and the personal skills required to function effectively in an international environment.

scholarly journals Using virtual and physical learning spaces to develop a successful mathematical learning community, both for on-site and distance provision

2019 ◽  
Vol 18 (1) ◽  
pp. 24-36
Author(s):  
Belinda Huntley ◽  
Andrew Middleton ◽  
Jeff Waldock
Keyword(s):  
Academic Success ◽  
Learning Community ◽  
Academic Staff ◽  
Learning Spaces ◽  
Learning Space ◽  
Mathematical Learning ◽  
Face To Face ◽  
Student Belonging ◽  
Effective Use ◽  
Physical Spaces

This paper considers learning space and its relationship to student belonging and becoming. Student engagement, satisfaction and academic success are outcomes of a supportive learning community which can flourish in a culture of expectation and behaviour created by providing suitable support structures and by considering the effective use of physical and virtual learning spaces. We describe our innovative use of discipline-specific virtual and physical spaces to develop successful mathematical learning communities, in both a UK university where activities are principally face-to-face, and at a South African university where they are mainly virtual. By comparing our practices and spaces, we explore the ‘equivalence of place’ and the roles of academic staff in fostering the development of professional learner identities through each context. Based on evidence from our respective practices, we make recommendations for designing new learning spaces and for making effective use of existing learning spaces. Although this study focuses on mathematics, many of these suggestions can benefit all disciplines.

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