scholarly journals BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM

2021 ◽  
Author(s):  
Maya Wizel ◽  
Keyword(s):  
Interpersonal Relationships ◽  
Formal Education ◽  
Life Experiences ◽  
Nonformal Education ◽  
Real Life ◽  
Social Emotional ◽  
Education Systems ◽  
Youth Movement ◽  
Education Leaders ◽  
Emotional Aspects

Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.

scholarly journals Improving Communicative Competence through Mime: Bringing Students’ ‘Out-of-School’ Literacy Practices into Japanese University EFL Oral Communication Classes

2018 ◽  
Vol XII (2) ◽  
pp. 13-30
Author(s):  
Samuel Nfor
Keyword(s):  
Formal Education ◽  
Literacy Practices ◽  
Life Experiences ◽  
Language Teaching ◽  
Real Life ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Japanese University ◽  
Classroom Language ◽  
Out Of School

This study uses the Communicative Language Teaching (CLT) approach to emphasize interaction in EFL study to prepare students for real life communication outside of formal language teaching contexts. Using mime drama techniques to show a range of literacy practices, the study seeks to show that establishing creative links between students’ language use and learning inside and outside of the classroom is essential for making formal education more relevant to students’ life experiences and identities. The study examines the benefits and challenges of experimental CLT in a Japanese university EFL oral communication class and concludes that bringing students’ ‘out-of-school’ literacy practices from outside the context of formal education into the EFL classroom acknowledges their investment in classroom language practices, secures student engagement, and yields perceived improvement.

Psychological and Socio-Emotional Impacts of the COVID-19 Pandemic on School Children

2022 ◽  
pp. 117-131
Author(s):  
Akanksha Srivastava ◽  
Disha Maheshwari ◽  
Archana Dwivedi
Keyword(s):  
Interpersonal Relationships ◽  
Learning Process ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Emotional Aspect ◽  
Emotional Aspects ◽  
Different Dimensions ◽  
Emotional Effects

Educators address teaching and learning within multiple social contexts. Interpersonal relationships and communication are critical to both the teaching and learning processes and students' social-emotional development. The psychological and socio-emotional aspects of development attained through the teaching and learning process enable students to utilize the skills and knowledge to understand and manage emotions and set desired positive goals. The socio-emotional aspect helps to establish and maintain positive relationships with peers and society. This chapter addresses the problems in the field of teaching arising out of COVID-19, with a specific focus on the socio-emotional aspect of school-going children in India. This chapter provides an overview of different dimensions of the teaching and learning process in COVID-19. It brings forth a few recommendations to prevent the negative psychological and socio-emotional effects of COVID-19 on students and teachers.

За перспективите и предизвикателствата пред „приобщаването“ на неформалното образование в лоното на образователните системи

2021 ◽  
pp. 1171-1186
Author(s):  
Силвия Николаева ◽  
Keyword(s):  
Formal Education ◽  
Nonformal Education ◽  
Meta Analysis ◽  
The Other ◽  
Education Systems ◽  
Traditional School ◽  
Policies And Practices

The article, based on the meta-analysis of leading current research, policies and practices, formulates and argues the author's position regarding possible strategic perspectives and challenges to the connectivity between formal and nonformal education. Two main lines of this convergence are analysed. One line is a consequence of the expanding scope of formal education systems and the other is related to the multiparadigm and flexible applicability of their connectivity, which seek opportunities to modernise traditional school and university practices to better cope with their new functions. Some underlying challenges that hamper authentic relationships between formal and non-formal education, are also analysed. In conclusion some expected long-term benefits of their joint and related dynamics are formulated

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Changes in Overall Participation Profile of Youth with Physical Disabilities Following the PREP Intervention

2020 ◽  
Vol 17 (11) ◽  
pp. 3990
Author(s):  
Colin Hoehne ◽  
Brittany Baranski ◽  
Louiza Benmohammed ◽  
Liam Bienstock ◽  
Nathan Menezes ◽  
...  
Keyword(s):  
Life Experiences ◽  
Physical Disabilities ◽  
Real Life ◽  
Children And Youth ◽  
Effect Sizes ◽  
Special School ◽  
Access To Information ◽  
Environmental Barriers ◽  
Potential Impact ◽  
School Roles

The Pathways and Resources for Engagement and Participation (PREP), an environmental-based intervention, is effective in improving the participation of youth with disabilities in specific targeted activities; however, its potential impact on overall participation beyond these activities is unknown. This study examined the differences in participation levels and environmental barriers and supports following the 12-week PREP intervention. Existing data on participation patterns and environmental barriers and supports, measured by the Participation and Environment Measure for Children and Youth, pre-and post-PREP intervention, were statistically analyzed across 20 youth aged 12 to 18 (mean = 14.4, standard deviation (SD) = 1.82) with physical disabilities in three settings: home, school and community. Effect sizes were calculated using Cohen’s d. Following PREP, youth participated significantly less often at home (d = 2.21; 95% Confidence Interval (CI) [1.79, 2.96]), more often (d = 0.57; 95% CI [−0.79, −0.14]) and in more diverse activities (d = 0.51; 95% CI [−1.99, −0.51]) in the community. At school, significantly greater participation was observed in special school roles (t = −2.46. p = 0.024). Involvement and desire for change remained relatively stable across all settings. A substantial increase in community environmental supports was observed (d = 0.67), with significantly more parents reporting availability of, and access to information as a support (χ2 = 4.28, p = 0.038). Findings lend further support to the effectiveness of environmental-based interventions, involving real-life experiences.

Animals in Dreams of Children, Adolescents, and Adults: The UK Library Study

2021 ◽  
pp. 027623662096063
Author(s):  
Michael Schredl ◽  
Mark Blagrove
Keyword(s):  
Empirical Research ◽  
Life Experiences ◽  
Real Life ◽  
Media Consumption ◽  
Continuity Hypothesis ◽  
Future Studies ◽  
Adolescents And Adults ◽  
The Uk

Animal dreams have fascinated mankind for ages. Empirical research indicated that children dream more often about animals than adults and dogs, cats, and horses are the most frequent animals that appear within dreams. Moreover, most dreamer-animal interactions are negative. The present study included 4849 participants (6 to 90 yrs. old) reporting 2716 most recent dreams. Overall, 18.30% of these dreams included animals with children reporting more animal dreams that adolescents and adults. The most frequent animals were again dogs, horses, and cats; about 20% of the dream animals were in fact pets of the dreamers. About 30% of the dream animals showed bizarre features, e.g., metamorphosing into humans or other animals, bigger than in real life, or can talk. Taken together, the findings support the continuity hypothesis of dreaming but also the idea that dreams reflect waking-life emotions in a metaphorical and dramatized way. Future studies should focus on eliciting waking-life experiences with animals, e.g., having a pet, animal-related media consumption, and relating these to experiences with animals in dreams.

scholarly journals Industrial Relations Education in Canada: The Perspective of Vocational/Technical Educators

2005 ◽  
Vol 33 (2) ◽  
pp. 205-216
Author(s):  
C. R.P. Fraser
Keyword(s):  
Formal Education ◽  
Industrial Relations ◽  
Education Systems

This paper discusses the relevancy of industrial relations education in the formal education Systems in Canada, and through analysis of a survey of vocational and technical educators, examines their perceptions of IR education in Canada generally, and in vocational/technical institutions specifically.

In defense of the tenure system

2006 ◽  
Vol 29 (6) ◽  
pp. 578-579
Author(s):  
Gary Greenberg ◽  
Dorothy K. Billings
Keyword(s):  
Survey Research ◽  
Life Experiences ◽  
Real Life ◽  
Tenure System ◽  
Target Article

We do not dispute the findings of Ceci et al.'s study, though they are based on survey research which does not always reflect real-life experiences. We report on cases we have defended on the basis of the tenure system, few of which mirror the situations reported in the target article. We end with a strong defense of the tenure system in the modern university.

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