scholarly journals Stima de sine și epuizarea profesională în profesia didactică

2021 ◽  
Vol 49 (3) ◽  
pp. 6-16
Author(s):  
Adela Cîndea
Keyword(s):  
Special Education ◽  
Comparative Analysis ◽  
Self Esteem ◽  
Mass Education ◽  
Special Schools ◽  
Normal Schools ◽  
Active Involvement ◽  
Correlative Analysis ◽  
Professional Environment ◽  
High Level

In order to have satisfaction in doing didactic profession, the teachers need a high level of self-esteem, a professional environment lacking stress and tensions, an environment which encourages active involvement, empathy and the joy of doing everything for those one devotes oneself each moment of one’s life. The work proposes a comparative analysis of self-esteem and burnout phenomenon for teachers in special education and in mass education. At the same time it approaches a correlative analysis between the level of self-esteem and the level of burnout for the persons who teach. The sample involved in the research is made of 142 teachers from special schools (83) and normal schools (59).

scholarly journals Self-esteem and Self-control of Teenage Students of Boarding Schools

2016 ◽  
Vol 5 (2) ◽  
pp. 77-96
Author(s):  
O. Timur
Keyword(s):  
Comparative Analysis ◽  
Self Regulation ◽  
Boarding Schools ◽  
Self Esteem ◽  
Self Control ◽  
Express Method ◽  
Self Confidence ◽  
High Level ◽  
Almost All ◽  
Very High

We investigate the cognitive and behavioral sub-consciousness of teenagers from the boarding schools. We used the method of Dembo-Rubinstein (the modification of A.M. Prihozhan), the express method Style of self-regulation of behavior in children SSBC1-M icons of V.I. Morosanova. It was discovered that almost all self-esteem indexes in adolescent orphans in regard to “I-Real” as the indicator of the cognitive development of self-consciousness is within the average level. An exception is the scale “Self-Confidence” where indexes in the majority of respondents are recorded as “very high”. In the perception of “I-perfect” indicators of all scales were also at a very high level. The total level of self-esteem of adolescent orphans is characterized as “medium”, while the total self-control is “low”. The comparative analysis of this sample of respondents from the respondents belonging to the deviant group of adolescents from families and young people from families with no deviations.

scholarly journals Social–emotional development of students with social–emotional and behavioral difficulties in inclusive regular and exclusive special education

2020 ◽  
Vol 45 (1) ◽  
pp. 59-68
Author(s):  
Inge Zweers ◽  
Rens A. G. J. van de Schoot ◽  
Nouchka T. Tick ◽  
Sarah Depaoli ◽  
James P. Clifton ◽  
...  
Keyword(s):  
Special Education ◽  
Emotional Development ◽  
Self Esteem ◽  
Behavioral Difficulties ◽  
Typically Developing ◽  
Social Emotional Development ◽  
Special Education Services ◽  
Social Emotional ◽  
Special Schools ◽  
Over Time

The present study investigated (1) how social relationships with teachers and peers and self-esteem of students with social–emotional and behavioral difficulties (SEBD) in inclusive regular education (regular schools) and students with SEBD in exclusive special education (special schools) develop over time in comparison with each other and in comparison with their typically developing peers and (2) whether factors—present before students with SEBD received special education services—predicted social–emotional development in either educational setting. Thirty-six students with SEBD in regular schools, 15 students with SEBD in special schools, and 1,270 typically developing peers participated. We collected data when students with SEBD resided in regular education without additional support, and we followed the development of students with SEBD for 1.5 years with three additional measurements in either school setting. Data of typically developing peers were collected when they resided in a classroom of a participating student with SEBD. Using Bayesian statistics, we found that students with SEBD in special schools had more conflictual relationships with their teachers than typically developing peers, but these relationships improved over time. Students with SEBD in regular schools were less accepted among peers than typically developing students and peer acceptance was stable over time for all three groups. Self-esteem and development in self-esteem over time did not differ between groups. The current study shows that students with SEBD show different developmental trajectories in regular or special schools and that it is difficult to predict their social–emotional development by factors present before students with SEBD received special education services.

The Perceived Prestige of Normal and Special Education Teachers

1969 ◽  
Vol 35 (6) ◽  
pp. 473-479 ◽  
Author(s):  
Derek Sharples ◽  
David J. Thomas
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Teaching Experience ◽  
Paired Comparisons ◽  
Special Schools ◽  
Normal Schools ◽  
Teacher Groups

A study of perceived prestige attributed to teaching in normal and special schools was conducted in England. A sample of 183 serving teachers in schools of all types completed a paired comparisons questionnaire. The results revealed that teachers in special schools are held in higher esteem than those in normal schools, with the exception that teaching in hospital schools is of comparatively low esteem. Prestige is seen to be related to the teaching experience of the subjects, although some conflicts are revealed between the perceptions of certain related teacher groups.

COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION

2018 ◽  
pp. 5-11
Author(s):  
A. S. Christochevskaya ◽  
S. A. Christochevsky
Keyword(s):  
Comparative Analysis ◽  
Learning Resources ◽  
Technical Base ◽  
Initial Stage ◽  
New Knowledge ◽  
Good Material ◽  
E Learning ◽  
New Material ◽  
High Level ◽  
Paper Method

Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.

OPERATIONS FOR ANEURISM OF THE ABDOMINAL AORTIC DEPARTMENT - RESECTION WITH THE FOLLOWING PROSTHETICS AND ENDOPROSTHETICS: A COMPARATIVE ANALYSIS OF COMPLICATIONS

2020 ◽  
pp. 43-49
Author(s):  
Андрей Анатольевич Иванов ◽  
Александр Иванович Жданов ◽  
Максим Сергеевич Шевелин ◽  
Александр Сергеевич Брежнев
Keyword(s):  
Comparative Analysis ◽  
Postoperative Complications ◽  
Statistical Significance ◽  
Aortic Aneurysms ◽  
Surgical Interventions ◽  
Vein Thrombosis ◽  
Scientific Hypothesis ◽  
Abdominal Aortic ◽  
Life Threatening ◽  
High Level

В статье представлены данные оригинального исследования по улучшению хирургического лечения аневризм брюшного отдела аорты. С этой целью произведен сравнительный анализ двух альтернативных друг другу операций: 1) резекции аневризмы с последующим протезированием аорты; 2) эндопротезирования аорты. Сформулировано научное предположение о том, что замена «классических» операций резекции аневризмы на «альтернативные» операции эндопротезирования приведет к принципиальному снижению уровня послеоперационных осложнений. В независимых группах пациентов с использованием сравниваемых хирургических вмешательств произведена точная качественная и количественная оценка послеоперационных осложнений: нетромботических - кардиальных, пульмональных, ренальных и тромботических - тромбозов глубоких вен и тромбозов браншей протеза. После реализации исследования было установлено, что замена «классических» операций на «альтернативные» достоверно приводит к принципиальному снижению уровня наиболее жизнеопасных осложнений - кардиальных (острых форм ишемической болезни сердца, нарушений сердечного ритма), пульмональных (пневмоний, тромбоэмболии легочной артерии, респираторного дистресс-синдрома взрослых) и ренальных (острой почечной недостаточности). Некоторое исключение составили менее жизнеопасные тромботические осложнения. Полученные результаты имеют высокий уровень статистической значимости, что позволяет рекомендовать их к рассмотрению к использованию в практике сосудистой хирургии The article presents data from an original study to improve the surgical treatment of abdominal aortic aneurysms. For this purpose, a comparative analysis of two alternate operations was performed: 1) aneurysm resection followed by aortic prosthetics; 2) aortic endoprosthetics. The scientific hypothesis is formulated that the replacement of the «classical» operations of resection of the aneurysm with «alternative» operations of endoprosthetics will lead to a fundamental decrease in the level of postoperative complications. In independent groups of patients using the compared surgical interventions, an accurate qualitative and quantitative assessment of postoperative complications was made: non-thrombotic - cardiac, pulmonary, renal and thrombotic - deep vein thrombosis and prosthetic jaw thrombosis. After the study was completed, it was found that the fundamental replacement of «classical» operations with «alternative» reliably leads to a fundamental decrease in the level of the most life-threatening complications - cardiac (acute forms of coronary heart disease, cardiac arrhythmias), pulmonary (pneumonia, pulmonary thromboembolism, respiratory distress syndrome of adults) and renal (acute renal failure). Some exceptions were less life-threatening thrombotic complications. The results obtained have a high level of statistical significance, which allows us to recommend them for consideration in the practice of vascular surgery

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

Investigation about self-esteem levels of athletes who have been educated in different sports branches according to some variables: A study on physically handicapped individuals

2021 ◽  
Vol 9 (1) ◽  
pp. 134-140
Author(s):  
Taner Bozkuş ◽  
Keyword(s):  
High School ◽  
Personal Information ◽  
Self Esteem ◽  
The Self ◽  
Study Group ◽  
Physically Disabled ◽  
Purposeful Sampling ◽  
Secondary School Graduate ◽  
High Level ◽  
Physically Handicapped

This study aimed to examine the self-esteem of those who did sports in physically disabled individuals by some variables. Based on this aim, the study was designed quantitatively. In this descriptive research, the general survey model that is coherent with the main purpose was used. The study group of the research consisted of 140 individuals aged 18 and over who had physical disabilities and actively engage in sports. Purposeful sampling approaches and easily accessible sampling methods were used in the selection of the study group. The scale form was used to collect research data. The scale form consisted of two parts. In the first part of this form, there was a personal information form containing information about the participants and in the second part, there was the "Rosenberg Self-Esteem Scale" developed by Rosenberg (1965) and adapted into Turkish by Çuhadaroğlu (1986). This form was applied to the participants on a voluntary basis, on the internet between 13.05.2020 and 03.06.2020. Necessary explanations were made to the participants while filling the form and they were provided to answer correctly. In this study, the self-esteem of physically disabled athletes was examined according to some variables. The research group consisted of 140 participants; 42 (30.0%) of them were female and 98 (70.0%) of them were male and the number of male participants was approximate twice the number of female participants. It was found that 18 (12.9%) participants were graduated from elementary and secondary schools, 59 (42.1%) from high school, and 63 (45%) from college, and the number of the participants belonging to the group consisted of graduates from high school and college were approximately four times more than the participants from the elementary and secondary school graduate group. It was determined that 9 (13.6%) of the participants had low, 105 (75%) had medium and 16 (11.4%) had a high level of income. It was observed that 83 (59.3%) of the participants were congenitally disabled and 57 (40.7%) of the participants disabled after birth and the number of congenitally disabled participants approximately 1.5 times more than the number of participants with disabilities after birth. It was determined that the number of participants who were national athletes was approximately 2.5 times those who were not. Among the variables examined, it was seen that there was only a statistically positive and low-level significant relationship between the sports age variable and the self-esteem mean score of the participants (r = .147; p < 0.05). In this context, as the age of the participants increased, the self-esteem of the participants also increased. As a result, it was determined that there was a positive correlation between the age of starting sports and self-esteem in physically disabled individuals, and individuals who started sports at an early age had a higher rate than other individuals.

Initiatives in Religious Education for Handicapped Children, Adolescents and Adults

1984 ◽  
Vol 8 (2) ◽  
pp. 30-35
Author(s):  
B. D. Briese
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Christian Education ◽  
Religious Education ◽  
Sunday School ◽  
Social Aspects ◽  
List Type ◽  
Special Schools ◽  
Handicapped Children ◽  
Adolescents And Adults

The Crossroads Special Education Task Group was formed in Queensland early in 1983 at the request of the Joint Board of Christian Education of Australia and New Zealand. Crossroads is an Australia wide, inter-church organisation which promotes the welfare of handicapped persons through: (a) regular club programs which have spirtual, recreational, educational and social aspects;(b) holiday activities under structured leadership and help from “enablers”;(c) special assistance to handicapped persons in church and Sunday school;(d) provision of religious education programsin State special schools;(e) chaplaincies to sheltered employment centres and institutions.

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