scholarly journals Examinando las posibilidades del Modelo de Educación Deportiva sobre la convivencia escolar: Ejemplo en La Araucanía (Examining the Sport Education Model possibilities on school life: An example in La Araucanía (Chili))

Retos ◽  
2016 ◽  
pp. 227-231
Author(s):  
Jaime Serra-Olivares
Keyword(s):  
School Climate ◽  
Ethnic Diversity ◽  
Social Economic ◽  
Educational Environment ◽  
Social Needs ◽  
Educational Context ◽  
Sport Education ◽  
School Life ◽  
Education Model ◽  
Globalized World

Se examinan y exponen las posibilidades del Modelo de Educación Deportiva sobre el clima escolar de convivencia. Se fundamentan las bases de esta novedosa metodología utilizando el contexto educativo chileno, concretamente el ejemplo de la región de La Araucanía, caracterizado por la amplia diversidad social, económica, cultural y étnica de sus ciudadanos. Se desarrolla la revisión del entorno educativo seleccionado, las características que componen el modelo, y las ventajas que representa sobre el establecimiento de dinámicas adecuadas para la convivencia en el aula. Como conclusión, se subraya que mediante perspectivas socioeducativas de la Educación Física adaptadas a un mundo globalizado, se pueden fomentar no solamente la motivación o la participación del alumnado o el profesorado, también se puede mejorar la convivencia o la inclusión. No obstante, es necesario seguir profundizando en el conocimiento de áreas como la actividad física y el deporte frente a las necesidades sociales actuales de países como Chile.Abstract: The possibilities the Sport Education Model affords regarding the school climate of coexistence are discussed and presented in this review. The foundations of the model are reviewed using the educational context of Chili, specifically using an example in the region of the La Araucania, characterized by the broad social, economic, cultural and ethnic diversity of its citizens. A comprehensive review of the specific educational environment, the characteristics that make up the model and of the advantages for the establishment of a suitable dynamic for healthy coexistence climates is developed. In conclusion, it is emphasized that using socio prospects (also in Physical Education) adapted to a globalized world, it is possible to promote motivation and participation of students / teachers, and also the coexistence or inclusion. However, further knowledge is necessary   in relation to areas such as physical activity and sport, adapted to current social needs of countries such as Chili.

scholarly journals Positive School Climate (A Theoretical Empirical Conspectus)

2015 ◽  
Vol 5 (1) ◽  
pp. 68-73 ◽  
Author(s):  
Jana Hanuliaková ◽  
Silvia Barnová
Keyword(s):  
School Climate ◽  
Social Group ◽  
School Environment ◽  
Educational Environment ◽  
School Life ◽  
Objective Reality ◽  
Teachers And Students ◽  
Positive School Climate

AbstractA school climate is the product of a specific social group. It influences the work of both teachers and students; it is a reflection of the objective reality in schools. It is experienced, evaluated and perceived by the actors of school life subjectively. In agreement with the current approaches to education (neuropedagogy, neuroscience), the importance of a positive school climate is accentuated. It is a part of school environment in the emotional, social and physical contexts. We put an accent on the interconnection and mutual determination of the climate and some selected determinants - inappropriate behaviour, interaction and safe educational environment. Nowadays, the notion of the school climate is joined with the adjective “optimal”. Based on the undertaken research, we make a conspectus of empirical findings which are related to school environment and school climate.

scholarly journals When Socialism Meets Market Capitalism: Challenges for Privatizing and Marketizing Education in China and Vietnam

2008 ◽  
Vol 6 (5) ◽  
pp. 601-615 ◽  
Author(s):  
Ka Ho Mok
Keyword(s):  
Higher Education ◽  
Social Economic ◽  
Market Transition ◽  
Global Capitalism ◽  
Policy Implications ◽  
Major Objective ◽  
Education Governance ◽  
Education Model ◽  
Education In China ◽  
Market Capitalism

China and Vietnam have experienced drastic social, economic and political changes, especially when these two socialist regimes have started economic reforms in the last few decades. In order to create more opportunities for higher education with limited national resources, both Chinese and Vietnamese governments have adopted strategies along the lines of marketization and privatization to reform their higher education systems. The major objective of this article is to critically examine how the market transition taking place in China and Vietnam has led to changes in education governance, particularly examine how these two governments have approached the challenges of global capitalism by transforming the socialist education model into a more market-oriented one. This article also discusses the major challenges and policy implications when education is increasingly privatized and marketized in China and Vietnam.

scholarly journals Educational Environment of the Modern School in the Aspects of Learning Factors, School Climate and Education Paradigms

Pedagogika ◽  
2017 ◽  
Vol 126 (2) ◽  
pp. 62-82
Author(s):  
Irena Kaffemanienė ◽  
Erika Masiliauskienė ◽  
Rita Melienė ◽  
Lina Miltenienė
Keyword(s):  
School Climate ◽  
Questionnaire Survey ◽  
Psychological Factors ◽  
Educational Environment ◽  
Research Data ◽  
Modern School ◽  
Impact Interaction ◽  
Good School ◽  
Learning Factors ◽  
The Impact

The article deals with the research data on the current realia of educational environment in school perceived by pupils, their parents and teachers as well as their expectations related to educational environment of the Good school. On the ground of questionnaire survey data, pedagogical and psychological factors of learning and school climate as perceived by the respondents are analysed; characteristics of educational environment are revealed in the aspects of the impact, interaction and learning paradigms.

scholarly journals Habilidades especializadas do tênis: um estudo de intervenção na iniciação esportiva com crianças escolares

2010 ◽  
Vol 24 (2) ◽  
pp. 149-163
Author(s):  
Constance Muller Píffero ◽  
Nadia Cristina Valentini
Keyword(s):  
Motor Development ◽  
Sport Education ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Education Model ◽  
E 32

O objetivo desta pesquisa, de delineamento quase-experimental e correlacional, foi verificar a influência de um Programa de Iniciação ao Tênis (PIT) com duas abordagens, Clássica (AC) e de Contexto Motivacional para a Maestria (AM), no desempenho de habilidades motoras especializadas do Tênis (HMET) e investigar as associações entre o desenvolvimento das habilidades especializadas e as fundamentais. Participaram do estudo 61 crianças (29 meninas e 32 meninos), com idades de seis a 12 anos (M = 9,4), sendo 30 crianças da AC e 31 crianças da AM. Para as avaliações das crianças foram utilizados o Test of Gross Motor Development-2 (TGMD-2) e o instrumento de Habilidades Motoras Especializadas do Tênis (HMET). O PIT foi desenvolvido em 26 semanas, implementando, para a AM os pressupostos da estrutura TARGET e do Sport Education Model e para a AC os modelos clássicos de aprendizagem do Tênis. Os resultados indicaram que 1) mudanças positivas e significantes (p < 0,01) nas HMET para todas as crianças; 2) interação não significante da faixa etária (p = 0,519) e do gênero (p = 0,24) nas HMET; 3) associação restrita a locomoção no pós teste entre habilidades especializadas e fundamentais para o grupo da maestria. A implementação de um Programa de Iniciação ao Tênis, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais dos participantes, promove ganhos motores que contribuem para o desenvolvimento infantil

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