scholarly journals Cooperative Work a Fundamental Strategy in Primary Education

2022 ◽  
Vol 2 (3) ◽  
pp. 244-249
Author(s):  
Amparo Rosa Montellanos SOLIS ◽  
Johnny Félix Farfán PIMENTEL ◽  
Janet Meluzka García RIVEROS ◽  
Luis Carmelo Fuertes MEZA
Keyword(s):  
Decision Making ◽  
Interpersonal Relationships ◽  
Small Groups ◽  
Dynamic Change ◽  
Cooperative Work ◽  
Primary School Students ◽  
School Students ◽  
Relevant Issue ◽  
New Knowledge

This article provides an analysis, review of the different bibliographic sources about cooperative work as a fundamental strategy for the acquisition of competences, which strengthens interpersonal relationships, construction of new knowledge, attitudes and the management of skills such as communication, autonomy, leadership, decision-making, motivation in primary school students since at this level, learning depends not only on a single student but on the effort of the group as a whole to achieve the expected purpose. At present it is a relevant issue since it is a strategy that seeks methodological, active, participatory, dynamic change, awakens the interest of students to discover, learn, innovate, internalize, consolidate learning cooperatively working in small groups to expand their learning, seeking the benefit of all in which they assume the role of protagonists of their own learning developing in different contexts, work in a climate of satisfaction, understanding, respect and tolerance. In the first instance, the different conceptions about cooperative work by recognized authors are made known. Second, information is provided on the characteristics, importance of cooperative work, the structure used by the teacher to carry out the activities. Finally, significant contributions of cooperative.

Living class in a ‘meritocratic’ Australia: The burdens of class and choice on young people’s end-of-school transitions

2017 ◽  
Vol 54 (3) ◽  
pp. 396-411 ◽  
Author(s):  
Felix Donovan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Young People ◽  
Educational Outcomes ◽  
Mixed Methods Research ◽  
School Transitions ◽  
School Students ◽  
Australian Education

In the Australian education system, there are substantial class inequalities in educational outcomes and transitions. These inequalities persist despite increased choice and individual opportunity for young people. This article explores high school students’ experiences of class in a social context they largely believe to be a meritocracy. Specifically, it asks: how does class shape young people’s thinking and decision-making about their post-school futures? I use Bourdieu’s ‘habitus’ as a frame to understand the role of class in young people’s lives, stressing its generative and heterogeneous aspects. Drawing on qualitative-led mixed methods research, this article argues that young people have internalised the ‘doxa’ of meritocracy, agency and ambition, conceiving of themselves as individual agents in this context. However, risk and security, opportunities and constraints, are not distributed equally in a class-stratified society. Young people from working-class backgrounds more commonly imagine insecure, uncertain futures.

scholarly journals CAREER DECISION-MAKING ATTRIBUTION AND SELF EFFICACY: THE MODERATING ROLE OF EMOTIONAL INTELLIGENCE

2020 ◽  
Vol 19 (1) ◽  
pp. 1-14
Author(s):  
Rose Mini Agoes Salim ◽  
Shahnaz Safitri
Keyword(s):  
High School ◽  
Decision Making ◽  
Emotional Intelligence ◽  
High School Students ◽  
Short Form ◽  
Career Decision ◽  
Career Decision Making ◽  
School Students ◽  
Moderating Role

It is known that gifted high-school students tend to have difficulty in choosing career due to their wide-range interests and capabilities. In order to successfully making an appropriate career choice, having a high level of career decision making self-efficacy (CDMSE) is an important precondition. CDMSE is the belief in one’s ability to successfully complete the task necessary to make career-related decisions. Of several factors known to be affecting CDMSE, previous study has shown that career decision-making attribution (CDMA) could affect students CDMSE. However, the CDMA effect on CDMSE in gifted student is seemed to be related to personal trait of students, namely emotional intelligence (EI). Therefore, this study aims to examine the moderating role of EI on the impact of gifted high-school student CDMA on CDMSE. Subjects in this study were gifted high school students (N = 165; 52.12% males; M-age = 16.20 years old) in Jakarta. The measurement tools used are CDMSE Scale Short-Form, Assessment of Attribution for Career Decision Making, and Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF) adapted into Indonesian language. The data were analyzed using simple regression analysis with Hayes PROCESS model. It was found that there is a direct effect of CDMA on CDMSE with (F (1,163) = 10.6661, p = .0033 < .001), in which CDMA serves as a predictor of CDMSE. We also found that EI can serve as a predictor of CDMSE (F (1,163) = 10.6661, p = .0007<.001. However, EI did not moderate the CDMA-CDMSE relation. Discussion, limitations, and suggestions for further research are listed. 

Our Future in a Changing Society

1990 ◽  
Vol 7 (1) ◽  
pp. 35-41
Author(s):  
Don Tustin
Keyword(s):  
Decision Making ◽  
Social Responsibility ◽  
Small Groups ◽  
Objective Analysis ◽  
Objective Measures ◽  
Individual Choice ◽  
Social Situations ◽  
Or Groups ◽  
Behavioural Theories

The address examines qualities of behavioural therapists since the inception of ABMA. Attention is also given to current issues that require objective analysis; especially issues of individual and social responsibility, the role of families, and adult relationships. There is a need to identify frameworks that assist objective analyses of social situations. A behavioural decision-making approach appears useful for analysing responsibility, as the approach includes concepts to describe both individual choice and social pressures, allowing an assessment of the extent to which individuals or groups should change. There is also a need to find objective measures of values, both of individuals and of small groups. We can expect to see further changes in behavioural theories as more concepts and principles are introduced by behavioural practitioners who address current social problems.

scholarly journals THE ROLE OF COMIC MEDIA IN LEARNING OF INNOVATIVE CIVICS EDUCATION IN FORMING CHARACTER OF PRIMARY SCHOOL STUDENTS

2018 ◽  
Author(s):  
maulana arafat lubis
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Educational Progress ◽  
Primary School Students ◽  
School Students ◽  
Civics Education ◽  
Quality Of Learning

Educational progress is determined by how teacher’s way to arrange the learning process that occurs in schools. The quality of learning depends on how the teacher runs the learning, so the goal of education is achieved, the learning process becomes innovative and fun and learners do not feel bored during the learning process takes place. The formation of students’ character becomes the main goal in education, therefore comic is a tool that can help teachers in instilling the values of characters contained in the comic.

scholarly journals School Socio-Cultural Identity and Perceived Parental Involvement About Mathematics Learning in Greece

2015 ◽  
Vol 4 (3) ◽  
pp. 234 ◽  
Author(s):  
Andreas Moutsios-Rentzos ◽  
Petros Chaviaris ◽  
Sonia Kafoussi
Keyword(s):  
Parental Involvement ◽  
Cultural Identity ◽  
Quantitative Study ◽  
Primary Schools ◽  
Mathematics Learning ◽  
Primary School Students ◽  
School Students ◽  
Pedagogical Implication ◽  
And Gender

In this quantitative study we investigated the primary school students’ perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students’ ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students’ grade and gender, as well as the mother/father contrast were also considered in the analyses. The findings of the study revealed both inter-school and intra-school divergences and convergences, thus suggesting the complex links between school identity and perceived parental involvement. More specifically, according to our results, the ‘multi-cultural’ seems to be linked with a more stable perceived parental involvement across different year groups and calendar years. The pedagogical implication of the findings are discussed.

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