A Structural Analysis of Abuse, Neglect, Emotional Regulation, School Life Adjustment and Career Preparation Behavior by Out-of-School Youths

2021 ◽  
Vol 37 (2) ◽  
pp. 47-72
Author(s):  
Choon Kyung Kim ◽  
Min Kyu Cho
Keyword(s):  
Structural Analysis ◽  
Emotional Regulation ◽  
Career Preparation ◽  
School Life ◽  
Out Of School

Mental arithmetic

1961 ◽  
Vol 8 (6) ◽  
pp. 295-296
Author(s):  
Robert H. Koenker
Keyword(s):  
Daily Living ◽  
Mental Arithmetic ◽  
School Life ◽  
Paper And Pencil ◽  
Out Of School

The majority of arithmetic problems olved by adults and by children in their out-of-school life are solved mentally without the benefit of paper and pencil. In sp ite of the need for and the usefulness of mental arithmetic in daily living, most teachers devote litt le, if any, time to this valuable part of the arithmetic program. Some teachers still rely heavily on rigorous oral drill periods for mastering the basic arithmetical facts, but such instruction is better referred to as “mental gymnastics” than mental arithmetic.

“If you think of the world as a piece of custard…”: gifted children's use of metaphor as a tool for conceptual reasoning

2003 ◽  
Vol 17 (2) ◽  
pp. 151-164 ◽  
Author(s):  
Barry Hymer
Keyword(s):  
Structural Analysis ◽  
Qualitative Study ◽  
Small Scale ◽  
Reasoning Abilities ◽  
The World ◽  
Conceptual Reasoning ◽  
Extension Activity ◽  
Out Of School

This small-scale qualitative study examines the transcript of a group enquiry conducted according to the practice of philosophical enquiry with children (e.g. Lipman, 1993; Cam, 1995; Fisher, 1998). The enquiry was one of several held fortnightly and out of school hours — as an optional extension activity — with a group of verbally able pre-adolescent children aged eight to twelve years. The transcript was subjected to an interpretive structural analysis, and a central metaphor was explored for its usefulness to the children as a tool for reasoning. Two competing repertoires of discourse (Sherrard, 1997) were identified, reflecting the children's tendency either to hold ideas or constructs as being essentially separate (the analysis repertoire) or as being susceptible to reconciliation (the synthesis repertoire). The central metaphor was seen to play the role of a ‘conceptual playground,’ permitting the children to exercise both their imaginations and their reasoning abilities as they struggled to reconcile the competing repertoires.

scholarly journals How to Transversely Develop Ability Emotional Intelligence Ability through School Subjects? A Theoretical Proposal

2020 ◽  
Vol 29 (1) ◽  
pp. 17-41
Author(s):  
José M. Mestre
Keyword(s):  
Emotional Intelligence ◽  
Information Processing ◽  
Cognitive Abilities ◽  
Emotional Regulation ◽  
Compulsory Education ◽  
Educational Activity ◽  
School Life ◽  
Social Sciences And Humanities ◽  
Ability Emotional Intelligence ◽  
Theoretical Proposal

Since emotional intelligence (EI) was developed in 1990, the field of Education took advantage of the possibilities of EI. Indeed, EI-specific programs proliferated and developed as socio-emotional learning programs (SEL). However, there is an alternative to realize non-specifically and longer and viability way for improving the implicit abilities of EI (AEI). The article claims to work a theoretical proposal to develop the AEI in compulsory education through the subjects. This proposal is based on the Cattell-Horn-Carroll theory of cognitive abilities (CHC). CHC abilities are stimulated by most of the mandatory subjects of both Primary and Secondary Schools. The second stratum of CHC model is composed of similar cognitive abilities as 1997-Ability Emotional Intelligence Model (perception, using, understanding, and managing emotions), which is different from trait EI approaches - that consider EI has personality traits as well. It has pointed out that the capacities of the CHC-model second stratum are connected to the capabilities of AEI. Therefore, any educational activity that optimizes perception, understanding, attentional control or planning is affecting the development of AEI. Promoting AEI involves hot information processing. It is convenient to use transversely hot information processing - this means that this information has special meaning for the people. Connecting hot information to mandatory subjects teaching would develop the abilities of EI. Both Sciences and Natural Sciences pedagogic devices can improve emotional perception. However, Social Sciences and Humanities foster both emotional understanding and knowledge. Finally, the different contingencies that occur in school life scenarios are suitable for training of emotional regulation.

The Recitation in Mathematics

1921 ◽  
Vol 14 (3) ◽  
pp. 119-123
Keyword(s):  
Subject Matter ◽  
Effective Means ◽  
Next Generation ◽  
School Life ◽  
Student Activity ◽  
Purpose Of Education ◽  
The World ◽  
The Individual ◽  
Out Of School ◽  
The Way

The purpose of education is to help the individual better to meet both present and future life situations. The process by which this purpose is realized continues throughout life and the means of education includes every phase of our environment which tends to modify the way in which we react to a given situation. Clearly the school is only one of the means of education. Within the school various forms of student activity are rightfully assuming an ever increasing importance, but at present most teachers look upon the recitation as the most important educative factor in the school. The function of the recitation seems to be to pass on to the next generation an accumulation of experience which school authorities believe to be essential to the welfare of society and in so doing to develop certain desirable abilities and capacities in the individual. Unfortunately in our attempt to realize this function we have separated our subject matter from its useful relationships and in the child’s mind it is a mass of material almost wholly unrelated to the world in which he lives, and our very attempts have defeated our purpose. This paper discusses certain fundamental principles which will compel a closer relationship between mathematics and out-of-school life and will therefore make the recitation a more effective means of renlizing the aim of education.

The Use of Arithmetic in the Out-of-School Life of Children

1942 ◽  
Vol 35 (1) ◽  
pp. 23-28
Author(s):  
Roy DeVerl Willey
Keyword(s):  
Public Schools ◽  
School Life ◽  
Out Of School ◽  
Research Studies

The utility arithmetic research studies of Wise, Woody, Thorndike, Mitchell, Charters, Sclwrling, Bobbitt, Wilson and Bowden were all concerned with the use of arithmetic by adults.1 These studies have clone much in eliminating superfluous arithmetic from our public schools, but they have also resulted in a questionable practice of imposing adult standards on pupils with little consideration of immediate needs and interests. Valuable as the results of the studies of adult usage have been, they cannot and should not continue to dominate our curricula without proper supplementation by research in child usage.

scholarly journals SELF-RESILIENCE THAT INFLUENCES THE DROPOUT AMONG INDIAN STUDENTS IN THE DISTRICT OF KUALA MUDA, KEDAH: A CASE STUDY

2019 ◽  
Vol 1 (3) ◽  
pp. 10-23
Author(s):  
TH. Subra ◽  
Mohamad Ainuddin Iskandar Lee Abdullah ◽  
Kala Devi
Keyword(s):  
Self Esteem ◽  
Drop Out ◽  
Contributing Factors ◽  
School Life ◽  
Left Behind ◽  
Self Confidence ◽  
Observation Methods ◽  
Life Challenges ◽  
Indian Students ◽  
Out Of School

Indian students in Malaysia are left behind in terms of education compared to other races. There are several reasons that have been identified as contributing factors to the dropout of Indian students particularly in the secondary schools. Among them is the problem of lack of self-resilience that causes students to overcome the challenges of life and drop out of school. This study aims to examine the influence of self-esteem among Indian students in dropout in Kuala Muda district. The objectives of the study were to identify patterns and characteristics of resilience, to what extent are aspects of student self-resilience influencing dropout and to identify strategies for enhancing student self-esteem. The researcher applies dimensions of self-resilience as in the Masten & Reed Resilience Model. The scope of the study was focused on Indian students in Kuala Muda District and the study sample was limited to five respondents only as this study applied a qualitative study using the interview method. Respondents will be interviewed more than once if it is necessary to clearly identify the nature of the respondents' self-resilience. This research uses student interviewing and observation methods. The study found that Indian students lack the self-confidence to cope with various school life challenges that influences them to drop out of school. However, as time moves on, the state of their mind enters into a moment of maturity that emphasizes that they still have the hope and confidence in themselves to improve their lives despite their difficulties and shortcomings. Some suggestions have also been put forward to enhance the resilience of Indian students.

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