Prevention of deviant behaviour of migrant children in primary school of the USA

2019 ◽  
pp. 200-203
Author(s):  
I. V. Kozubovska ◽  
◽  
R. V. Kozubovskyi ◽  
Z. I. Mygalyna ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Migrant Children ◽  
Deviant Behaviour ◽  
The Usa

scholarly journals Epistemological and didactic aspects of elearning. The role of electronic models in teaching/learning

2018 ◽  
Vol 1 (1-2) ◽  
pp. 156-167
Author(s):  
Nicoleta Sămărescu
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mathematical Thinking ◽  
The Usa ◽  
Scientific Practical ◽  
Teaching Learning ◽  
The Impact

The eLearning instruments that have been researched in the last few years represent a necessity for the Romanian primary school also within the development of the alternative learning sources. These cognitive instruments as D.H. Jonassen names them, are utilized in the USA and are researched in other countries, too (France) in order to be implemented. The aim of this article is to implement and to recommend the utilization of electronic models: text and image processing sheets, presentation sheets, spreadsheets in the teaching­learning process in primary school. According to this aim, the research hypothesis has been issued in keeping with which we anticipate to be able to offer a well thought training in the eLearning field by updating the teaching and learning process with the help of the implementation of a set of electronic models which will increase the intercepting coefficient, the motivation, stimulation, imagination and enthusiasm degree for the learning actors and will redefine the teacher-pupil relation. The main objectives which derive from the hypothesis of our study confine to establishing the impact of electronic models of the eLeaming Set that has been proposed to be implemented on the actors primary school in the teaching-learning process; rendering the teaching-learning process efficient by implementing cognitive models with electronic support; working out an operational guide that contains scientific-practical recommendations and lesson models that utilize PeL; enriching the mathematical thinking. The study sample covers a population that wishes to know, to participate in the implementing of the new technologies. The sample was composed as follows: 121 teachers in primary schools, most of them students of the University in Pite

scholarly journals Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?

2020 ◽  
pp. 251-272
Author(s):  
Ole Kristian Bergem ◽  
Trude Nilsen ◽  
Oleksandra Mittal ◽  
Henrik Galligani Ræder
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Student Motivation ◽  
Structural Equation ◽  
Low Ses ◽  
Student Groups ◽  
Equity In Education ◽  
The Usa ◽  
And Mathematics ◽  
Low Ses Students

AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.

scholarly journals Including migrant students in the primary school: perspectives of Italian principals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michele Biasutti ◽  
Eleonora Concina
Keyword(s):  
Primary School ◽  
School Principals ◽  
Well Being ◽  
Structured Interview ◽  
School Principal ◽  
Migrant Children ◽  
Future Research ◽  
Migrant Students ◽  
Content Type ◽  
Primary School Principals

PurposeThe aim of this article is to examine the perspectives, experiences, roles and values of Italian primary school principals regarding the inclusion of migrant children.Design/methodology/approachThe method of the study is qualitative and consists of a semi-structured interview, which was carried out with 17 primary school principals and examined using content analysis.FindingsThe following six categories emerged: (1) school organisation and services, (2) projects and activities for inclusion, (3) teaching methods and strategies, (4) assessment, (5) networking and (6) challenges. The findings highlighted the complexity of the principals' role; they have to take on several tasks to foster a positive school experience for migrant students. A student-centred approach was considered relevant for intercultural education to promote inclusion and well-being. Curriculum activities were designed according to student needs.Research limitations/implicationsThe number of participants was limited, and they all worked in a small area of northeast Italy. Future research should examine the perspective of other school stakeholders such as teacher coordinators, the Commission for School Inclusion, teachers and tutors.Practical implicationsThe findings could be used as a framework for defining a model of the organisation of the school useful for discussing the relevance of the activities and for comparing schools in different contexts. The development of reflective practice to analyse the activities inside the schools could be considered.Social implicationsStakeholders could consider the findings before making decisions and developing policy actions countrywide.Originality/valueThe key factors included the awareness of the school principal role in managing the school and of the importance of connecting their school with the local community and external agencies.

Effective school leadership and New York City’s immigrant and migrant children: a study

2017 ◽  
Vol 31 (5) ◽  
pp. 622-632 ◽  
Author(s):  
Terri Nicol Watson
Keyword(s):  
New York ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
School Leaders ◽  
Educational Leaders ◽  
Migrant Children ◽  
Content Type ◽  
The Usa ◽  
K 12

Purpose This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City’s public schools as English language learners. It also highlights the ways in which New York City prepares school leaders and the policies that govern their actions. Design/methodology/approach Literature review. Findings The practices of New York City’s school leaders are governed by the Chancellor’s Regulations. These comprehensive mandates consist of four components and address issues related to students in grades K-12, school-based budgets, personnel matters, and parent and community engagement. In relation to students, including those classified as immigrant, migrant, and English language learners the Chancellor’s Regulation A-101 makes it clear: children may not be refused admission to a public school because of race, color, creed, national origin, gender, gender identity, pregnancy, immigration/citizenship status, disability, sexual orientation, religion, or ethnicity. Research limitations/implications Implications for future research: How can school leaders (and educational activists) continue to support and advocate for immigrant and migrant children under the presidency of Donald J. Trump. Practical implications Knowledge gleaned from this study may be of use to schools, districts, and educational leaders in the USA and abroad faced with similar demographic trends. Social implications This manuscript examined the ways in which The City University of New York prepares school leaders, the required State exams for school leaders, and the educational policies that govern the practices of New York City’s school leaders that are germane to English language learners. Originality/value This review of the literature may study may be of use to schools, districts, and educational leaders in the USA and abroad.

scholarly journals FEATURES OF EDUCATIONAL WORK IN PRIMARY SCHOOL WITH MIGRANT CHILDREN

2020 ◽  
Vol 9 (30) ◽  
Author(s):  
V.V Iohvidov ◽  
◽  
A.V Lyakhov ◽  
N.A Kozlova ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Migrant Children ◽  
Educational Work

scholarly journals Democratic parent engagement: Relational and dissensual

2018 ◽  
Vol 10 (2) ◽  
pp. 195-208 ◽  
Author(s):  
Charlotte Haines Lyon
Keyword(s):  
Primary School ◽  
Social Mobility ◽  
Liberal Education ◽  
Parent Engagement ◽  
School Policy ◽  
English School ◽  
Education Politics ◽  
The Social ◽  
The Usa ◽  
John Macmurray

In opposition to the discourse of silent compliance and the neo-liberal colonisation of voice, this article shares research with parents in an English primary school. Drawing on the work of Jacques Rancière and John Macmurray, the author argues that there is a need for a more relational but dissensual approach to parent engagement and voice, instead of parents being positioned by schools as support acts. Parent engagement, increasingly commodified over recent years within English school policy, has been relegated to responding to questionnaires, dutiful attendance of parents’ evenings, ensuring homework completion and choosing the correct school. Meanwhile, the social mobility agenda demands that parents inculcate aspirations in their children unquestioningly. Policies and pronouncements seek to ‘close the gap’ in attainment between the poorest children and their peers in England, Australia, the USA and other neo-liberalised countries. Hence a context is created in which parent engagement is now an exercise in creating ‘good’ pupils and successful economic beings. This article considers how parents have been rendered objects rather than agentic subjects within neo-liberal education systems and have lost their democratic voice. It concludes that there needs to be a reanimation of Dewey’s vision of education politics.

scholarly journals Epistemological and didactic aspects of elearning. The role of electronic models in teaching/learning

2012 ◽  
Vol 1 (1-2) ◽  
pp. 156-167
Author(s):  
Nicoleta Sămărescu
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mathematical Thinking ◽  
The Usa ◽  
Scientific Practical ◽  
Teaching Learning ◽  
The Impact

The eLearning instruments that have been researched in the last few years represent a necessity for the Romanian primary school also within the development of the alternative learning sources. These cognitive instruments as D.H. Jonassen names them, are utilized in the USA and are researched in other countries, too (France) in order to be implemented. The aim of this article is to implement and to recommend the utilization of electronic models: text and image processing sheets, presentation sheets, spreadsheets in the teaching­learning process in primary school. According to this aim, the research hypothesis has been issued in keeping with which we anticipate to be able to offer a well thought training in the eLearning field by updating the teaching and learning process with the help of the implementation of a set of electronic models which will increase the intercepting coefficient, the motivation, stimulation, imagination and enthusiasm degree for the learning actors and will redefine the teacher-pupil relation. The main objectives which derive from the hypothesis of our study confine to establishing the impact of electronic models of the eLeaming Set that has been proposed to be implemented on the actors primary school in the teaching-learning process; rendering the teaching-learning process efficient by implementing cognitive models with electronic support; working out an operational guide that contains scientific-practical recommendations and lesson models that utilize PeL; enriching the mathematical thinking. The study sample covers a population that wishes to know, to participate in the implementing of the new technologies. The sample was composed as follows: 121 teachers in primary schools, most of them students of the University in Pitești, 158 pupils and 47 parents whose children are primary school pupils.

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