scholarly journals Crisis Management in Education: A Comparative Study of Handilng Covid 19 in a Speecial Needs and a Standaridise School in Greece

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Sofia Tsagdi Tsagdi ◽  
Keyword(s):  
Comparative Study ◽  
Special Needs ◽  
Crisis Management ◽  
Extensive Study ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
New Challenges ◽  
Teachers And Parents ◽  
Lost Opportunity

The COVID-19 pandemic is an emergency of an unprecedented scale, bringing new challenges and severe changes in the schools in Greece. The Ministry of education had to guarantee that learning would be safeguarded as well as impose several measures to mitigate the effects of this unfamiliar situation. Different strategies were followed regarding special needs schools and standard schools. The aim of this article is to investigate how satisfactory the measures were considered by parents and teachers of both schools. Moreover, we seek to explore if the trust of the stakeholders of education was increased or whether it was a lost opportunity to enhance trust among parents, teachers, and the Ministry of Education. For the purpose of our study, we delivered questionnaires among the teachers and parents of both schools as well as conducted semi-structured interviews with the headmasters of the school units. Also, a rigorous and extensive study of the orders issued by the Ministry was done. Our article concludes with several points that need to be taken into consideration in moments of crisis and suggestions on what could be done to alleviate problems in similar times of crisis.

scholarly journals Value Education in Estonian Preschool Child Care Institutions

2017 ◽  
Vol 19 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Pärje Ülavere
Keyword(s):  
Child Care ◽  
Preschool Child ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
National Programme ◽  
Video Observations ◽  
Values Development ◽  
Teachers And Parents ◽  
Child Care Institutions

Abstract For systematic implementation of value education in educational institutions, the national programme ìValues Development in Estonian Society 2009ñ2013î (Ministry of Education and Research, 2009) was prepared in Estonia. However, it was launched only in 2010, and the authors intended to ascertain the values of the heads of preschool child care institutions, teachers and parents as well as their conception of value education. The national programme was updated as “Values Development in Estonian Society 2015- 2020” (Ministry of Education and Research 2015). In 2015, the researchers aimed to investigate if and how values of teachers of child care institutions and their conception of value education had changed. The sample in 2010 included nine respondents related to preschool child care institutions: three heads, three teachers, and three parents. The 2015 sample included 10 teachers. The research was conducted by using a qualitative method, which included semi-structured interviews and video observations of activities that teachers carried out with children. In 2010 and 2015, the values were said to be incorporated in general curricular goals and topics of the year. In 2010, the teachers said that values were not separately designated in the kindergarten curriculum; however, they were incorporated into the curriculum. They did not teach values as a separate discipline; values were highlighted in various activities and situation games. In 2015, it was mentioned that value education was consciously included in activities proceeding from the relevant schooling and education domain and the topic of the week. It may be said that in 2010 value education related topics had not been sufficiently introduced in kindergartens yet. Based on interviews and video observations conducted in 2015, it could be claimed that educators would benefit from a more deliberate approach to value education.

scholarly journals Young children’s language-based agency in multilingual contexts in Luxembourg and Israel

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Mila Schwartz ◽  
Claudine Kirsch ◽  
Simone Mortini
Keyword(s):  
Learning Environment ◽  
Case Studies ◽  
Research Methods ◽  
Language Policies ◽  
Educational Settings ◽  
Structured Interviews ◽  
Self Monitoring ◽  
Teachers And Parents ◽  
Linguistic Backgrounds ◽  
Longitudinal Case Studies

AbstractDrawing on two longitudinal case-studies, this study aimed to identify some salient characteristics of the agentic behaviour of two young emergent multilinguals in two different multilingual contexts: Luxembourg and Israel. Despite the fact that the studies were conducted independently, the two cases were analysed together owing to the similarities in the research methods such as video-recorded observations, and semi-structured interviews with teachers and parents. The data were analysed through thematic and conversational analyses. Findings showed that a boy who learned Luxembourgish in Luxembourg and a girl who learned Hebrew in Israel, were outgoing and active learners who influenced their learning environment. We identified 10 types of agentic behaviour, including engaging in repetition after peers and the teacher, creatively producing language, translanguaging, and self-monitoring. Despite differences of the children’s sociocultural and linguistic backgrounds, and the language policies of their educational settings, we found a striking overlap in their language-based agentic behaviours. We suggest that the identified types can encourage further research in this field. Although our study with talkative children allowed us to observe many types of agentic behaviours, we cannot claim that less outgoing children or children who do not show the same behaviours do not have ways of expressing their agency.

Emotion display and suppression among Arab and Jewish assistant principals in Israel

2018 ◽  
Vol 3 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Khalid Arar ◽  
Izhar Oplatka
Keyword(s):  
Emotion Regulation ◽  
Emotional Expression ◽  
Assistant Principals ◽  
Design Methodology ◽  
Practical Knowledge ◽  
Educational Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Personal Needs ◽  
Teachers And Parents

Purpose It is widely accepted that educational leaders and teachers need to manage and regulate their emotions continually, mainly because schooling and teaching processes expose many emotions. Thus, the purpose of this paper is to trace the ways Israeli assistant principals, both Arab and Jewish, manage their emotions at work. Design/methodology/approach Based on semi-structured interviews with 15 assistant principals, it was found that they are required to manage their emotions in accordance with entrenched emotion rules in the culture and society. Findings Most of the Jewish female APs tend to display warmth and empathy toward teachers in order to better understand their personal needs and professional performances. In contrast, Arab APs suppressed or fabricated emotional expression in their discourse with teachers and parents, in order to maintain a professional façade and retain the internal cohesion of the school. Both groups of APs believed their emotion regulation results in higher level of harmony in the school. Empirical and practical suggestions are put forward. Originality/value The paper is original and contributes to the theoretical and practical knowledge.

FACTORS FOR MAKING DECISION ABOUT THE BIRTH OF A SECOND CHILD (CONSTRUCTING THE QUESTIONNAIRE)

2021 ◽  
pp. 87-96
Author(s):  
Lyudmila V. Trubitsyna ◽  
◽  
Elena Y. Johnson ◽  
Keyword(s):  
Special Needs ◽  
Qualitative Interviews ◽  
Principal Component ◽  
Structured Interviews ◽  
Principal Component Method ◽  
Second Child ◽  
Scale Factors ◽  
The Family ◽  
Rehabilitation Work ◽  
English Speaking

The task of this paper is to identify a set of subjective factors that affect the decision-making in the family about the birth of the second and subsequent children. For the broadest possible description of the phenomenon under study, the method of slightly-structured interviews was used. To assess the severity of the established subjective factors based on the analysis of qualitative interviews, a questionnaire consisting of two parts was developed and tested. The first part is intended for parents of any children, the second — only for parents of children with special needs. The questionnaire was completed by 122 women with at least one child. 75 of the respondents had a child with special needs and completed both parts of the questionnaire. 92 respondents lived in Russia, the rest respondents lived in English-speaking countries. Based on the results of responses for each part of the questionnaire, an exploratory factor analysis was performed using the principal component method with Kaiser normalization. As a result, the first part of the questionnaire revealed 11 significant scale-factors, and the second part — 3 significant scale-factors. Since the survey was conducted with both Russian-speaking and English-speaking respondents, the questionnaire is available in two versions (in two languages). This questionnaire will be useful for building correctional and rehabilitation work with parents of children with disabilities. The authors are ready to provide the questionnaire to interested specialists (free of charge).

scholarly journals What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children’s Development? Challenges and Opportunities

2022 ◽  
Vol 12 (1) ◽  
pp. 52
Author(s):  
Rita Monteiro ◽  
Sandra Fernandes ◽  
Nuno Rocha
Keyword(s):  
Language Development ◽  
Screen Time ◽  
Preschool Teachers ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Time Exposure ◽  
Teachers And Parents ◽  
Children's Development ◽  
Children’S Development ◽  
At Home

Children’s exposure to screens has been increasing in recent years and so has the concern about its impact on children’s development. This study aims to analyze preschool teachers’ and parents’ views on the influence of screen-time exposure on children’s development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children’s habits of exposure to screens at home, changes in children’s play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children’s language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children’s interests.

scholarly journals Girls’ Menstrual Management in Five Districts of Nepal: Implications for Policy and Practice

2018 ◽  
Vol 12 (2) ◽  
pp. 251-272 ◽  
Author(s):  
Joanna Morrison ◽  
Machhindra Basnet ◽  
Anju Bhatt ◽  
Sangeeta Khimbanjar ◽  
Sandhya Chaulagain ◽  
...  
Keyword(s):  
Rural Areas ◽  
Mixed Methods Research ◽  
Cultural Practices ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Middle Income ◽  
Information Barriers ◽  
Positive Effects ◽  
Teachers And Students ◽  
Teachers And Parents

Discriminatory practices related to menstruation affect the social, mental and physical wellbeing of girls in many low-and middle-income countries. We conducted mixed methods research in five districts of Nepal to explore how menstruation affected girls’ ability to fully participate in school and community life. We conducted 860 structured interviews, 26 group interviews and 10 focus group discussions with schoolgirls in rural areas,14 semi-structured interviews with girls’ mothers, and 10 interviews with health teachers. Girls in all districts experienced social, material and information barriers to confident menstrual management. Menstrual blood was believed to carry diseases, and girls’ movement was restricted to contain ritual pollution and protect them from illness, spirit possession, and sexual experiences. Taboos prevented girls from worshipping in temples or in their home, and some girls were not allowed to enter the kitchen, or sleep in their home while menstruating. Teachers and parents felt unprepared to answer questions about menstruation and focused on the maintenance of restrictions. Teachers and students were embarrassed discussing menstruation in school and classes were not question-driven or skills-based. Gender disaggregated teaching of menstruation and engagement of health facility staff may have positive effects. Community participatory approaches that engage girls, their families and the wider community are necessary to address harmful cultural practices. Cross-sectoral approaches to provide clean, private, safe spaces for girls and increased availability of preferred materials could enable confident menstrual management.

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