scholarly journals School gardens and their potential as educational innovations

Author(s):  
Tatiane de Jesus Marques Souza ◽  
Mamen Cuéllar Padilla
1903 ◽  
Author(s):  
Henry Lincoln Clapp
Keyword(s):  

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.


2016 ◽  
Vol 99 (6) ◽  
pp. 582-584 ◽  
Author(s):  
CG Perry ◽  
KA Maloney ◽  
AL Beitelshees ◽  
LJB Jeng ◽  
NP Ambulos ◽  
...  

2021 ◽  
pp. 102-109
Author(s):  
Evgeniya Valerievna Velichko ◽  
◽  
Nadezhda Semyonovna Ageeva ◽  
Olga Nikolaevna Terentyeva ◽  
◽  
...  

The educational process, not only in our country, but also in the world, has undergone drastic changes since March 2020. The total transition from traditional classroom classes to distance education occurred due to the threat of the coronavirus pandemic (COVID-19). The changes affected not only the learning process, but also the innovative activities that were implemented in educational organizations. The purpose of this article is to describe and analyze the experience of spreading innovations in schools in the city of Krasnoyarsk during the pandemic to identify related problems and ways to solve them. The main idea of the work is to study the transformation of the phenomenon of educational innovations in school education in the context of universal distance learning. Within the framework of the study, the possibility of organizing distance learning and conducting innovative activities during the pandemic was monitored. The survey was conducted for all educational organizations in the city of Krasnoyarsk. Secondary analysis and interpretation of the survey results, systematization and classification of the theoretical and factual materials used, analysis of management practices and experience of educational organizations in the conditions of extreme transition to remote mode were carried out, which together made up the author’s research result. In the course of the work, the key problems faced by the education system of the city of Krasnoyarsk during the transition to remote operation were also identified.


2021 ◽  
Author(s):  
Petya Karaivanova-Konakchieva

The paper presents the results of a research focused on the synergetic effects of game-technology collaboration in preschool environmental education. The parameters of an author’s multimedia game model are presented, with the model being promoted as an opportunity to innovate ecological-educational interaction in kindergartens. Trends and perspectives for educational innovations related to the formation of natural science competencies and competencies for sustainable development in an e-environment are presented.


Author(s):  
Rachel Manekin

This book investigates the flight of young Jewish women from their Orthodox, mostly Hasidic, homes in Western Galicia (now Poland) in the late nineteenth and early twentieth centuries. In extreme cases, hundreds of these women sought refuge in a Kraków convent, where many converted to Catholicism. Those who stayed home often remained Jewish in name only. The book reconstructs the stories of three Jewish women runaways and reveals their struggles and innermost convictions. Unlike Orthodox Jewish boys, who attended “cheders,” traditional schools where only Jewish subjects were taught, Orthodox Jewish girls were sent to Polish primary schools. When the time came for them to marry, many young women rebelled against the marriages arranged by their parents, with some wishing to pursue secondary and university education. After World War I, the crisis of the rebellious daughters in Kraków spurred the introduction of formal religious education for young Orthodox Jewish women in Poland, which later developed into a worldwide educational movement. The book chronicles the belated Orthodox response and argues that these educational innovations not only kept Orthodox Jewish women within the fold but also foreclosed their opportunities for higher education. Exploring the estrangement of young Jewish women from traditional Judaism in Habsburg Galicia at the turn of the twentieth century, the book brings to light a forgotten yet significant episode in Eastern European history.


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