scholarly journals Pengembangan Perilaku Asertif dengan Teknik Sosiodrama untuk Mencegah Perilaku Bullying

2020 ◽  
Vol 4 (2) ◽  
pp. 179-186
Author(s):  
Susilo Rahardjo ◽  
Edris Zamroni ◽  
Sumarni Sumarni ◽  
Derta Prihastuti
Keyword(s):  
Mass Media ◽  
School Environment ◽  
Student Behavior ◽  
Negative Impact ◽  
Dropping Out ◽  
Assertive Behavior ◽  
Bullying Behavior ◽  
Out Of School

DEVELOPING ASSERTIVE BEHAVIOR WITH SOCIODRAMA TECHNIQUES TO PREVENT BULLYING BEHAVIOR. The influence of mass media has an impact on the spread of bullying behavior including in the school environment. The negative impact of student bullying becomes depressed, performance decreases, and can ultimately lead to students dropping out of school. Therefore it needs to be prevented so that it does not expand, and the school becomes a friendly and pleasant environment. The purpose of this research is to provide students with an understanding of bullying behavior that can occur at school, and students can prevent it by behaving assertively. One way to prevent bullying is to develop assertive student behavior. Through PTBK students are trained to prevent bullying behavior with the guidance of sociodrama techniques. The reader can develop a model of preventing bullying behavior in the same way or in other ways, so that the school becomes a pleasant and friendly environment.

scholarly journals Reasons for being Out of School: Implications for Education Policy

2020 ◽  
Vol V (III) ◽  
pp. 273-293
Author(s):  
Farzana Yousaf ◽  
Kiran Shehzadi ◽  
Zahida Parveen
Keyword(s):  
Education Policy ◽  
School Children ◽  
School Environment ◽  
Teaching Styles ◽  
Gender Issues ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Literacy Rate ◽  
And Gender ◽  
Out Of School

Out of school children (output) spring from the experiences, beliefs, interests, and attitudes towards events and processes leading to out of school (process) that develop from different reasons (Input). Focus group discussions were conducted with eight children and their seven parents. Secondly, views from social media (Face book) were collected to strengthen their voices. The thematic analysis of the data highlighted many reasons for being out of school using codes, themes and subthemes. Diagramatic view of results was drawn with the help of NVivo 11 plus. Some of the reasons such as poverty, school environment, house chores, parents' behavior, teachers' teaching styles, curriculum, language barriers, the literacy rate in that area, and gender issues have direct implications for education policy. Efforts, therefore, were made to identify the required changes in the education policy. A strategic plan to overcome these barriers was defined at the end for the reduction of the number of school children.

scholarly journals Potoczna wiedza dzieci na temat pieniędzy. Wnioski z badań własnych

2020 ◽  
Vol 64 (4 (254) ◽  
pp. 255-271
Author(s):  
Renata Raszka
Keyword(s):  
School Environment ◽  
School Experiences ◽  
Personal Knowledge ◽  
Economic Knowledge ◽  
The Family ◽  
The Subject ◽  
Everyday Knowledge ◽  
Out Of School

The article deals with colloquial knowledge about money of eight- and nine-year-old children. The importance of spontaneous and planned conversations on the subject of money is emphasised, conducted in the family and school environment. Attention is paid to the importance of pupils’ personal knowledge, their out-of-school experiences and shaping their active attitude in constructing economic knowledge. The article also refers to the author’s research on the children’s everyday knowledge about money.

PROBLEMS AND PROSPECTS FOR THE DEVELOPMENT OF PSYCHOLOGICAL SERVICE IN SCHOOL

2018 ◽  
pp. 48-53
Author(s):  
O. Chuiko
Keyword(s):  
Professional Identity ◽  
School Environment ◽  
Negative Emotions ◽  
School Psychologist ◽  
Professional Orientation ◽  
Psychological Service ◽  
The Subject ◽  
Psychological Assistance ◽  
Out Of School

The article presents an analysis of the research conducted among students of the faculty of psychology. The purpose is to study the place and role of the psychological service of the school (school psychologist) in the overall process of educational socialization of yesterday's schoolchildren. The study involved 123 students. The geography of the schools where the respondents studied were extremely wide – from Kyiv to the small village of Novosilki (Kyiv, Poltava, Odessa, Khmelnytsky, Vinnytsia, Chernigov, Kropivnitsky, Cherkasy, Lugansk, Sumy, Belaya Tserkov, Kalush, Kremenchuk, Mariupol, Yanchenko-Podilsky, Ostrog, Pokrovsk, Hrebinka, Chervonograd, Zelenodolsk, Melnitsa-Podilsky, Terka and others). They were offered a questionnaire containing 10 questions, as well as a projective picture. The results show that the school psychologist takes most of the time to test (without legalizing goals and testing results). Often meetings with a psychologist are related to the issue of professional orientation, the choice of profession, diagnosis of professional abilities. The term "consultation" is not actually mentioned by the students. In 10.4 % of respondents, negative emotions associated with a psychologist have been preserved, in particular, it indicates unprofessional actions: violation of confidentiality, moral pressure, humiliation against classmates. Lack of real interaction between students and a psychologist, more often it is formal. The students noticed that the psychologist had never had contact with parents, and 5 persons received professional out-of-school psychological assistance. Among the functions that were not specific to the psychologist was the replacement of the lessons of other teachers, the organization of holidays, or even in general. The psychologist at school has no autonomy, the subject of activity is "dissolved" in pedagogical activity, the functions and role that he performs negatively affects his professional identity. The obtained results give grounds to assert the necessity Modernization of the system of school psychological service taking into account transformational changes in the school environment today.

scholarly journals A DIALÓGICA ENTRE O CURSO DE FORMAÇÃO DE PROFESSORES DE GEOGRAFIA E O ESTÁGIO SUPERVISIONADO NAS ESCOLAS DE ENSINO FUNDAMENTAL

2018 ◽  
Vol 7 (14) ◽  
pp. 111-126
Author(s):  
Paulo Roberto Florencio de Abreu e Silva ◽  
João Alyson Ribeiro de Carvalho ◽  
Helena de Barros Silva
Keyword(s):  
Teacher Training ◽  
School Environment ◽  
Basic Education ◽  
Decisive Factor ◽  
Theoretical Knowledge ◽  
Quantitative Methodology ◽  
Effective Practice ◽  
Qualitative And Quantitative ◽  
Geography Teaching ◽  
The University

Este artigo tem como objetivo refletir dialogicamente as experiências vivenciadas no Curso de Geografia da Universidade de Pernambuco, a partir dos componentes curriculares de estágio Supervisionado I, II, III e IV, ao longo dos anos 2015 e 2016. Apontamos a importância dessa pesquisa no que cerne a reflexão das experiências vivenciadas no campo de estágio pelos nossos discentes, observando que a metodologia quali-quantitativa subsidiada nas investigações do ambiente escolar, permitiu aos entrevistados a exposição de opiniões, mensurando aspectos positivos e negativos relacionados à execução do estágio supervisionado. Nessa perspectiva, a formação do professor de Geografia deve contemplar atividades de estágio supervisionado. Não somente em decorrência do atendimento à legislação. Mas também pela possibilidade de articular os conhecimentos teóricos trabalhados na universidade com a prática efetiva no ambiente escolar da educação básica. Assim, a realidade obtida a partir das experiências vivenciadas pelos graduandos no campo de estágio pode ser o fator decisivo que possa garantir dialogicamente o entendimento da docência, e através da atuação dos discentes no curso de Licenciatura em Geografia na escola. Fato que proporcionou discussões holísticas acerca de metodologias sobre o ensinar na universidade e aprender nas escolas, bem como, tecerem subjetividades a respeito da realidade escolar.PALAVRAS-CHAVE Estágio Supervisionado. Ensino de Geografia. Formação do professor de Geografia.THE DIALOGICAL BETWEEN THE COURSE OF GEOGRAPHY TEACHERS FROM THE UNIVERSITY OF PERNAMBUCO AND THE SUPERVISED INTERNSHIP AT THE FUNDAMENTAL SCHOOLS AROUND ABSTRACT This article has the goal to reflect dialogically on the experiences of the Geography Course at University of Pernambuco, based on the curricular components of supervised internship I, II, III and IV, throughout the years of 2015 and 2016. We consider the importance of this research in the reflection of the experiences lived in the field of internship by our students, observing that the qualitative and quantitative methodology subsidized in the investigations of the school environment, allowed the interviewees the exposure of opinions, measuring positive and negative aspects related to the supervised internship. In this perspective, the training of the Geography teacher should be a complement in the supervised internship. Not only due to compliance of the legislation. But also by the possibility to articulate the theoretical knowledge studied in the university with the effective practice in the school environment of basic education. Thus, the reality obtained from the experiences of the students in the internship can be the decisive factor to guarantee dialogically the understanding of the teaching and through the performance of the students in the Degree of Geography in the school, provided discussions about methodologies about teaching in the university and learning in schools, as well as, cause questioning about the school reality.KEYWORDS Supervised Internship. Geography Teaching. Geography teacher training. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals ENSINO DE GEOGRAFIA E DIÁLOGO: o caso do projeto de educação comunitária integrar

2017 ◽  
Vol 7 (13) ◽  
pp. 320-342
Author(s):  
Rosa Elisabete Militz Wypyczynski Martins ◽  
Suelen Santos Mauricio
Keyword(s):  
Interpersonal Relationships ◽  
Low Income ◽  
School Environment ◽  
Community Education ◽  
Great Influence ◽  
Geography Education ◽  
Geographical Education ◽  
Education Project ◽  
Geography Teaching ◽  
Education Community

Neste artigo encontram-se reflexões acerca de uma pesquisa de Trabalho de Conclusão de Curso do curso de Geografia Licenciatura da FAED/UDESC, realizada no ano de 2015 sobre ensino de geografia em um espaço não-escolar na modalidade da Educação de Jovens e Adultos. O caso estudado foi em curso de pré-vestibular social, chamado Projeto de Educação Comunitária Integrar localizado em Florianópolis/SC. O público alvo da pesquisa foram estudantes de baixa renda que já concluíram o ensino médio e buscam adentrar em universidades públicas. O objetivo da pesquisa foi analisar a influência das aulas de geografia na visão de mundo e sociedade destes/as estudantes. Buscando assim conhecer a proposta do Projeto Integrar e a proposta das aulas de geografia, bem como, discutir a respeito da geografia do Lugar, e apresentar a pesquisa realizada com os/as estudantes do Integrar sobre a geografia percebida no seu cotidiano, pensada e vivida, a partir da Educação geográfica que ocorre neste espaço. O estudo foi realizado através da participação da autora nas aulas de geografia e de relatos da turma. A partir dos resultados da pesquisa, percebemos que há uma grande influência das aulas de geografia do Integrar no modo de pensar dos estudantes e na consciência de suas atitudes no dia-a-dia, pois todos afirmam que houve uma influência com alguma intensidade; nas relações interpessoais, na comunidade, no trabalho. PALAVRAS-CHAVE Ensino de geografia. Projeto de Educação. Comunitária Integrar. GEOGRAPHY OF EDUCATION AND DIALOGUE: the education project case the community to integrate.ABSTRACTIn this article are reflections on a survey of Work Geography Course Course Completion Degree of faed / UDESC held in 2015 on geography teaching in a non-school environment in the form of Youth and Adult Education. The case study was ongoing social pre-university, called Community Education Project Integrating located in Florianópolis / SC. The target audience of the research were low-income students who have completed high school and seek to enter into public universities. The objective of the research was to analyze the influence of geography classes in worldview and society of these / the students. Thus seeking to meet the proposed Integrating Project and the proposal of geography classes, as well as to discuss about the site geography, and present the survey of the / the students integrate on geography perceived in their daily life, thought and lived from the geographical Education occurring in this space. The study was conducted through the participation of the author in geography classes and class reports. From the search results, we realized that there is a great influence of geography classes of Integrating the thinking of the students and awareness of their attitudes in day-to-day, for all claim that there was an influence to some degree; in interpersonal relationships, in the community, at work. KEYWORDS Geography Education. Community Education. Project Integrate. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Space, Place and Educational Settings: An Introduction

2021 ◽  
pp. 1-6
Author(s):  
Tim Freytag ◽  
Douglas Lee Lauen ◽  
Susan L. Robertson
Keyword(s):  
School Environment ◽  
Local Communities ◽  
Institutional Arrangements ◽  
Comprehensive Approach ◽  
Educational Policies ◽  
Educational Settings ◽  
Corporate World ◽  
Out Of School

AbstractWe present this volume as an invitation to explore and critically reflect the interplay between space, place, and educational settings. As part of the Knowledge and Space series, this book’s authors follow a comprehensive approach bringing together a set of contributions reflecting various disciplines with their methodologies and theoretical backgrounds. We understand educational settings as the broader framing of education, which includes the out-of-school environment, neighborhoods, and institutional arrangements, as well as the agendas of the multilateral and corporate world. Education literally takes place in the neighborhood and educational landscapes are embedded in local communities, although they are exposed to and are part and parcel of educational policies and the ongoing dynamics of transformation at regional, national and international scales.

scholarly journals FORMATION OF SOCIAL ACTIVITY OF STUDENT YOUTH BY MEANS OF STUDENT SELF-GOVERNMENT IN THE COURSE OF PROJECT ACTIVITY

2021 ◽  
pp. 161-164
Author(s):  
L. PECHONKINA ◽  
M. MANZYUK
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Social Activity ◽  
Important Task ◽  
Student Government ◽  
Project Activity ◽  
The Social ◽  
Out Of School

  The article considers the essence and ways of solving an important task of a modern secondary school - the formation of social activity of student youth. Possibilities of student self-government in the context of solving this problem are analyzed. One of the ways of social activation of schoolchildren is considered - their involvement in work on various projects, during the implementation of which students learn to identify socially significant problems and make fruitful efforts to solve them. The purpose of the article is to substantiate the feasibility of using student government projects to form the social activity of student youth. The results of the research are given, which give grounds to consider student self-government as an actual and perspective means of activating schoolchildren as members of society, young citizens of Ukraine. One of the activities of student government, which is comprehensive and contributes to its effectiveness and influence in the school and out-of-school environment, is a project activity, which today has a wider scope and deserves further study, in particular in the context of solving educational problems of secondary school .

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

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