Exploring pedagogical practices for engaging boys in ballet

10.32920/ryerson.14644521.v1 ◽

2021 ◽

Author(s):

Laura Feltham

Keyword(s):

Parent Education ◽

Teaching Practices ◽

Pedagogical Practices ◽

Inclusive Practices ◽

Structured Interviews ◽

Gender Expression ◽

Role Of Parents

This research explores the pedagogical practices employed by ballet instructors for engaging boys in ballet. It also examines inclusion practices for gender non-conforming children in ballet, using principles of inclusion to make recommendations for instructors to employ with all children. Four current ballet instructors shared their experiences in semi-structured interviews. An overarching finding involved the role of parents in engaging boys in ballet and in creating more inclusive practices. Findings indicate that parent education is needed for more boys to be presented with ballet as an option. With regard to teaching practices involving gender non-conforming children, participants noted the need for parents to support an inclusive environment, and be open to their child’s gender expression in order for inclusive practices to be implemented. This paper presents recommendations for ballet instructors to create more welcoming environments for all students and suggestions for implementing gender-inclusive practices.

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Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

International Journal of Linguistics Literature & Translation ◽

10.32996/ijllt.2021.4.9.3 ◽

2021 ◽

Vol 4 (9) ◽

pp. 23-35

Author(s):

Iman Abbas

Keyword(s):

Higher Education ◽

English Language ◽

Pedagogical Practices ◽

Survey Analysis ◽

Structured Interviews ◽

Formal Curriculum ◽

Positive Attitudes ◽

Skills Learning

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

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Perlindungan Sosial Bagi Perempuan Korban Pernikahan Dini di Gorontalo

Jurnal Pemberdayaan Masyarakat Media Pemikiran dan Dakwah Pembangunan ◽

10.14421/jpm.2020.041-10 ◽

2020 ◽

Vol 4 (1) ◽

pp. 223-246

Author(s):

Yuhelson Yuhelson ◽

Ramlani Lina Sinaulan ◽

Abdul Rahmat

Keyword(s):

Women Victims ◽

Parent Education ◽

Social Protection ◽

Safety Net ◽

Educational Institutions ◽

Early Age ◽

Social Safety Net ◽

Low Education ◽

Role Of Parents

This study explores the dynamic of early-age marriage and implementing social protection concepts for households’ women victims in Gorontalo. This research uses qualitative method with explorative-inductive approaches. We were collected data by interviews, observation, and documentation. Resulting studies that early-age marriage cases in Gorontalo effected by low education, patriarchy system, domestic violence, divorced, and multi-dimensional poverty. For that, this study recommended that social control be worked fine, where the role of parent’, education, and community—create a social safety net for getting better—this role of parents and educational institutions in implementing the protection concept as a social policy reformulation material.Studi ini mengeksplorasi dinamika pernikahan dini dan skema perlindungan sosial yang tepat bagi perempuan korban kekerasan dalam ruamh tangga di Gorontalo. Penelitian ini menggunakan metode kualitatif dengan pendekatan eksploratif-induktif. Data dikumpulkan dengan wawancara, observasi, dan dokumentasi. Hasil studi menunjukkan bahwa kasus pernikahan dini di Gorontalo disebabkan oleh rendahnya tingkat pendidikan, budaya patriarkhi, kekerasan dalam rumah tangga, perceraian, dan kemiskinan multidimensi. Untuk itu, studi ini merekomendasikan agar kontrol sosial dapat berfungsi dengan baik—peran orang tua, sekolah, dan komunitas—agar social safety net berjalan dengan baik. Peran ini tercermin dalam konsep perlindungan sebagai bahan untuk reformulasi kebijakan sosial.

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SMASH

Cases on Inquiry through Instructional Technology in Math and Science - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-0068-3.ch004 ◽

2012 ◽

pp. 73-98

Author(s):

Maria Meletiou-Mavrotheris ◽

Efi Paparistodemou

Keyword(s):

Parent Training ◽

Parent Education ◽

Current Knowledge ◽

Middle School Children ◽

E Learning ◽

Funded Project ◽

Learning At Home ◽

Role Of Parents ◽

Mathematics And Science

Acknowledging the central role of parents in children’s learning, the EU-funded project SMASH aims to raise the educational standards of European youth in mathematics and science by cultivating underlying home cultures as springboards for learning. The project consortium has developed, pilot tested, and delivered an innovative intercultural parent-trainer training course and related resources for professionals involved in parent education initiatives. Through the adoption of a blended learning approach that combines e-learning with physical meetings, the course equips these professionals with current knowledge, techniques, and implementation tools for the provision of high-quality, inquiry-based parent training in mathematics and science education. Individuals completing the course are trained to offer programs designed to educate parents of elementary and middle school children (ages 6-15) in how to best support their child’s mathematics and science learning at home using pedagogically sound strategies and technologies. Parents unable to attend parent-training sessions could still study independently using the project information base, which provides open access to the project’s outputs and resources.

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Socialization and Child Rearing

Childhood Studies ◽

10.1093/obo/9780199791231-0035 ◽

2012 ◽

Author(s):

Leon Kuczynski

Keyword(s):

Parent Education ◽

Cultural Context ◽

Parental Education ◽

Developmental Change ◽

Child Outcomes ◽

Child Rearing ◽

Socialization Process ◽

Traditional Concept ◽

Role Of Parents

Socialization is the process by which children are prepared to become successful members of society. This requires the learning of skills, behavior patterns, ideas, and values needed for competent functioning in the society in which a child is growing up. More broadly, socialization is a process by which culture is transmitted or reproduced in each new generation. Parents hope to instill cultural continuity and competence in their children. Socialization also includes inadvertent outcomes, such as when harsh parental practices and poor home environments send children on negative trajectories of poor achievement and antisocial behavior. The traditional concept of socialization guiding research and parent education was unidirectional and deterministic. In this view, children are assumed to enter a social world that contains preexisting meanings, rules, and expectations, with the role of parents being to teach or transmit this knowledge to children. Despite competition with other sources of influence on children, parents—including all primary caregivers acting in the role of parents—are regarded as the most important agents of children’s socialization, and they lay the foundations for later changes as the child interacts with the wider world outside the family. Socialization is a lifelong process that encompasses the different stages of childhood and continues throughout adulthood. Socialization and child rearing have been topics of sustained interest for almost one hundred years, and the groundwork for contemporary ideas can be found in thousands of years of philosophical and religious discourses. The scientific literature encompasses a vast accumulation of research from many disciplines. Therefore, except for seminal studies, the approach in this bibliography will be to focus on compilations and reviews of the literature rather than individual studies. Research during much of the 20th century can be divided into three general issues. The first concerns theoretical critiques of implicit ideas of what the socialization process entails. These include critiques of the implicit conceptions of the outcomes of underlying processes of socialization. The second issue concerns research and theory linking parental characteristics and child-rearing behaviors to child outcomes. This is a complex literature reflecting not only differences in theory but also a growing knowledge of the complexity of the phenomenon of parenting for optimal socialization. Therefore, the bibliography will consider both major traditional approaches regarding parental dimensions, behaviors, and styles that continue to be influential, as well as new integrative approaches that have emerged more recently. Also in this bibliography are sections on developmental change in socialization processes, the effects of rearing a child on parents’ adult socialization, and a consideration of the cultural context of child rearing. Lastly, the bibliography will provide an overview of the parental education literature.

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Peran Orangtua Penambang Emas Dalam Menanamkan Pendidikan Agama Islam Pada Anak Dikelurahan Kampung Jawa

Edification Journal ◽

10.37092/ej.v3i1.206 ◽

2020 ◽

Vol 3 (1) ◽

pp. 1-22

Author(s):

Asri Karolina ◽

Wilyam Afsiska ◽

Beni Azwar ◽

Cikdin Cikdin ◽

Eka Yanuarti

Keyword(s):

Moral Education ◽

Religious Education ◽

Secondary Data ◽

Religious Leaders ◽

Structured Interviews ◽

Religious Knowledge ◽

Internal Factors ◽

Gold Miners ◽

Role Of Parents

The purpose of this study is to describe the condition of Islamic religious education in children of gold miners in the Kampung Jawa Village, find out the role of parents in instilling Islamic religious education especially moral education in their children, helping the problematic role of parents in instilling Islamic religious education in particular moral education in children in Kampung Jawa Village. This type of research is qualitative research. The type of data used in this study are primary and secondary data. The subjects in this study were the village chief, religious leaders and gold miner parents. Data collection techniques are structured interviews, observation and documentation. The final step is drawing conclusions and verification. Based on the results of the study show that: first, the condition of Islamic religious education in the children of gold miners in the Kampung Jawa Village, namely religious understanding can be quite good. Second, the role of parents of gold miners in instilling moral education to their children varies depending on the understanding of parental religious knowledge. Third, the probelmatic role of parents consists of internal factors that are constrained by parents who are busy working that make children less controlled to behave properly according to Islamic teachings, external factors that are constrained by children unruly and difficult to be advised.

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INCREASING CHILDREN'S CONSCIOUSNESS IN MOTORCYCLING OF MOTORCYCLE ON RAILWAY (study in Demak Regency)

Jurnal Pembaharuan Hukum ◽

10.26532/jph.v4i3.2331 ◽

2017 ◽

Vol 4 (3) ◽

pp. 361

Author(s):

Ida Musofiana ◽

Rizki Adi Pinandito

Keyword(s):

Traffic Safety ◽

Traffic Accidents ◽

World Health ◽

Structured Interviews ◽

Field Data Collection ◽

Level Of Knowledge ◽

Role Of Parents ◽

Using Data ◽

Health Organization

Traffic accidents are a global health problem. The number of traffic accidents each year has increased and traffic accidents in Indonesia are assessed by the World Health Organization (WHO) as the third killer after heart disease and tuberculoces. This study aims to examine how exactly the level of knowledge of parents in Demak District to their children who ride motorcycles on the highway. The method used in this research is descriptive qualitative, with research location in Demak Regency. In order to obtain data in the field, data collection techniques such as observation and structured interviews, and using data analysis. The role of parents as a mentor is accompanying children while driving, and monitor the child if you want to ride a motorcycle, check the safety of driving. The purpose of this research is to become the agenda of socialization of safety riding for the general public in order to increase awareness of the importance of maintaining traffic safety on the highway, and reminding each other if there is violation of traffic rules. One of them reprimanded underage riders so as not to speed-kebutan or more careful.

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Opening Doors. Guiding teachers to intentionally facilitate science for young children.

10.26686/wgtn.16943407.v1 ◽

2021 ◽

Author(s):

◽

Sola Freeman

Keyword(s):

Young Children ◽

Professional Learning ◽

Teaching Practices ◽

Limited Range ◽

Collaborative Action Research ◽

Pedagogical Practices ◽

Action Plans ◽

Pedagogical Approaches ◽

Critical Friend

Research has acknowledged the limited range of scientific opportunities for young children in New Zealand early childhood education (ECE) services. The identified reasons include a lack of confidence by ECE teachers, their narrow understanding of science, and their pedagogical approaches to teaching. A complex and non-prescriptive curriculum and dominance of developmental theories in ECE has resulted in science learning via osmosis through a process of a hands-off play-based philosophy of practice. Many have argued for pedagogical approaches that can accommodate scientific learning within a play-based sociocultural-historical setting (e.g., Broström, 2015; Fleer & Pramling, 2015; Kumar & Whyte, 2018). This study investigated the things that influence the occurrence of scientific experiences in ECE. It explored how participating in collaborative action research (CAR) and the involvement of a critical friend influences scientific experiences in centres. This study involved two phases: a national survey and CAR with teaching teams in six centres. The researcher took on the role of a critical friend through the CAR process, guiding teachers to critically examine their practice and their centre programme. Action plans were achieved collaboratively within each teaching team. Data was collected over 12 weeks in each centre through focus groups, reflective journals, observations, field notes, and through two research hui with participating teachers from all centres. The findings highlighted the importance of the teachers recognising and fostering children’s scientific experiences. It found that science was enabled in a variety of ECE settings by a shift in teachers’ pedagogical practices, adjustments to centre environments, and recognising and responding to children’s interests. Teachers enabled rich, authentic, and meaningful scientific interactions with children by their active participation in supporting and extending children’s science interests with intentional teaching practices and provocations. This thesis argues for the value of CAR and the role of a critical friend to facilitate teachers’ motivation, engagement, learning and reflection on practice. Seeking a change in practice through professional learning and CAR, brought about ownership of their goals and action plans, and the eventual shifts in teachers’ pedagogy of practice. The shift towards intentional teaching practices, provocations, and opening doors to knowledge, validated and forefronted the importance of the teachers’ role and emphasised their value in noticing, recognising, and responding to children’s scientific interests in authentic and meaningful ways.

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ANALYZING LEARNERS’ REPRESENTATIONS OF THE CONCEPT OF “ELECTRICITY” IN 6TH YEAR OF PRIMARY SCHOOL

Journal of Southwest Jiaotong University ◽

10.35741/issn.0258-2724.56.4.51 ◽

2021 ◽

Vol 56 (4) ◽

pp. 602-612

Author(s):

Nabila Jad ◽

Khadija Raouf ◽

Nawal Chibouba ◽

Khadija Elkababi ◽

Mohamed Radid

Keyword(s):

Primary School ◽

Social Environment ◽

Family Environment ◽

Teaching Practices ◽

Pedagogical Practices ◽

School Level ◽

The Social ◽

Role Of Teachers

The objective of this work is to identify and analyze the representations of a sample of Moroccan learners of the sixth year of primary school regarding the Electricity concept, which, to our knowledge, has never been done before and to raise teachers’ awareness and encourage them to improve their pedagogical practices concerning the management of the representations of their learners. The choice of the school level and the concept are justified respectively by the certifying status of this level and by the existence of prejudices from the social and family environment (Moroccan dialectal) about the concepts “Electricity and Light”. To this end, a survey was elaborated and administered to a sample of 80 learners in the sixth year of primary school. Considering the important role of teachers in processing representations, we also investigated the teaching practices of a sample of 50 teachers and their representations of the concepts “Electricity and Light”. The main results have shown that almost half of the learners (46,25℅) still confused the concept “Electricity” with the concept “Light”, and the majority (94℅) thought that batteries contained electricity. These same representations, with practically the same rate, have been found among teachers as well. Concerning the management of the learners’ representations, most of the teachers have declared that they didn’t exploit them in class and explained their persistence by the fact that these erroneous representations originated from the learners’ family and social environment.

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Opening Doors. Guiding teachers to intentionally facilitate science for young children.

10.26686/wgtn.16943407 ◽

2021 ◽

Author(s):

◽

Sola Freeman

Keyword(s):

Young Children ◽

Professional Learning ◽

Teaching Practices ◽

Limited Range ◽

Collaborative Action Research ◽

Pedagogical Practices ◽

Action Plans ◽

Pedagogical Approaches ◽

Critical Friend

Research has acknowledged the limited range of scientific opportunities for young children in New Zealand early childhood education (ECE) services. The identified reasons include a lack of confidence by ECE teachers, their narrow understanding of science, and their pedagogical approaches to teaching. A complex and non-prescriptive curriculum and dominance of developmental theories in ECE has resulted in science learning via osmosis through a process of a hands-off play-based philosophy of practice. Many have argued for pedagogical approaches that can accommodate scientific learning within a play-based sociocultural-historical setting (e.g., Broström, 2015; Fleer & Pramling, 2015; Kumar & Whyte, 2018). This study investigated the things that influence the occurrence of scientific experiences in ECE. It explored how participating in collaborative action research (CAR) and the involvement of a critical friend influences scientific experiences in centres. This study involved two phases: a national survey and CAR with teaching teams in six centres. The researcher took on the role of a critical friend through the CAR process, guiding teachers to critically examine their practice and their centre programme. Action plans were achieved collaboratively within each teaching team. Data was collected over 12 weeks in each centre through focus groups, reflective journals, observations, field notes, and through two research hui with participating teachers from all centres. The findings highlighted the importance of the teachers recognising and fostering children’s scientific experiences. It found that science was enabled in a variety of ECE settings by a shift in teachers’ pedagogical practices, adjustments to centre environments, and recognising and responding to children’s interests. Teachers enabled rich, authentic, and meaningful scientific interactions with children by their active participation in supporting and extending children’s science interests with intentional teaching practices and provocations. This thesis argues for the value of CAR and the role of a critical friend to facilitate teachers’ motivation, engagement, learning and reflection on practice. Seeking a change in practice through professional learning and CAR, brought about ownership of their goals and action plans, and the eventual shifts in teachers’ pedagogy of practice. The shift towards intentional teaching practices, provocations, and opening doors to knowledge, validated and forefronted the importance of the teachers’ role and emphasised their value in noticing, recognising, and responding to children’s scientific interests in authentic and meaningful ways.

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