scholarly journals Siiri and the “Bag Lady”: Analysing the Material Entanglements of Special Needs

1970 ◽  
Vol 9 (1) ◽  
Author(s):  
Riikka Hohti
Keyword(s):  
Qualitative Analysis ◽  
Special Needs ◽  
Critical Analysis ◽  
Teacher Professionalism ◽  
Educational Practices ◽  
Donna Haraway

In this article I discuss educational practices and policies relating to special needs, and I also address the assumptions about teacher professionalism in doing so. At the same time I consider the ontological premise of materiality and relationality as something that urges and opens up new possibilities for how qualitative analysis is done. I experiment with feminist posthumanist storytelling to analyse a particularly complex and affective piece of memory data. The empirical materials consist of “memory data” involving a 10-year-old girl, Siiri, myself, then her teacher, and the writing of a teacher’s statement about the student’s behaviour needed to make a special needs decision. The “bag lady” storytelling strategy by Donna Haraway foregrounds material detail and allows various close readings of the complexities of the special needs politics in schools. I propose this approach as a way of enacting critical analysis in an affirmative manner, that is, in a way that resists divisions and binaries and enhances nonreductive movement within the material entanglements of education.

Active particles methods and challenges in behavioral systems

2020 ◽  
Vol 30 (04) ◽  
pp. 653-658 ◽  
Author(s):  
N. Bellomo ◽  
F. Brezzi ◽  
J. Soler
Keyword(s):  
Qualitative Analysis ◽  
Critical Analysis ◽  
Mathematical Approach ◽  
Special Issue ◽  
Behavioral Systems ◽  
Research Perspectives ◽  
Active Particles ◽  
Challenging Research ◽  
Large Systems

This paper first provides an introduction to the mathematical approach to the modeling, qualitative analysis, and simulation of large systems of living entities, specifically self-propelled particles. Subsequently, a presentation of the papers published in this special issue follows. Finally, a critical analysis of the overall contents of the issue is proposed, thus leading to define some challenging research perspectives.

Middle School Advisories: Retrospect and Prospect

1997 ◽  
Vol 67 (3) ◽  
pp. 301-338 ◽  
Author(s):  
John P. Galassi ◽  
Suzanne A. Gulledge ◽  
Nancy D. Cox
Keyword(s):  
Middle School ◽  
Conceptual Framework ◽  
Critical Analysis ◽  
Future Research ◽  
Educational Practices ◽  
Advisory Programs ◽  
Potential Barriers ◽  
History Of

This article presents a critical analysis of middle school advisor-advisee programs. The history of and rationale for these programs are reviewed, and a typology is offered for distinguishing different advisory programs. A conceptual framework is provided for identifying potential barriers to advisories at the inception as well as the implementation and maintenance phases, and suggestions for addressing these barriers are discussed. Existing research on advisory programs is reviewed and evaluated, and guidelines for improving future research are presented. Finally, alternative educational practices for achieving the goals of advisory programs are considered.

Legal US base in the area of inclusive education: a critical analysis

2016 ◽  
Vol 1 (3) ◽  
pp. 8-8
Author(s):  
Максименко ◽  
Mariya Maksimenko
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Critical Analysis ◽  
Developed Countries ◽  
American Education ◽  
Full Inclusion ◽  
The Law

Nowadays in all developed countries people with special needs have the same rights as everyone else and the law protects them from discrimination. Unfortunately, some problems still exist. This article examines success of the full inclusion system in American education. We also analyze problems that the system has and give recommendations.

scholarly journals Aprendizagem e normalidade: reflexões sobre o "não" aprender como parâmetro de exclusão

2019 ◽  
Vol 88 (219) ◽  
Author(s):  
Maria Luisa Bissoto
Keyword(s):  
Special Needs ◽  
Social Exclusion ◽  
Mental Deficiency ◽  
Cognitive Models ◽  
Educational Practices ◽  
The Mind

Tem como objetivo discutir a (não) aprendizagem de conceitos acadêmicos e de condutas e hábitos socialmente validados como parâmetro de (a)normalidade e, assim, de exclusão social. A argumentação base é a de que as definições de (a)normalidade, principalmente as que categorizam a deficiência mental, se atêm, primeiramente, a determinadas concepções do que é a mente, do que significa aprender e de quem é o sujeito cognoscente, antes que a atributos portados pelo "anormal" em si. Metodologicamente, a questão da constituição da (a)normalidade da aprendizagem é analisada sob três modelos de cognição: o cognitivismo, o conexionismo e o dinamicismo. Pelos resultados se levanta a reflexão de que, concebendo-se a cognição por referenciais teóricos ligados ao dinamicismo, as delimitações de anormalidade mental, ora existentes, se fragilizam. Como conclusão, longe de negar a existência da deficiência, se assevera que é possível conceber o deficiente como um ser não afastado da ordem, abrindo caminhos para pensar práticas socioeducacionais que lhe permitam constituir-se, de fato, como sujeito. Palavras-chave: aprendizagem; cognição; deficiência; sujeito cognoscente. Abstract The aim of this article is to debate the (non) learning of academic concepts, behaviors and habits socially validated as parameter of (ab)normality, and thus, of social exclusion. The basic claim is that the current definitions of (ab)normality, mainly the ones that categorize the mental deficiency, if abides firstly to definitive conceptions about "what is the mind", "what does it mean to learn" and "who is the cognoscenti being"; before that the attributes carried for the "abnormal person" himself. Methodologically speaking the question of the learning ab(normality) constitution is analyzed in three cognitive models: the cognitivism, the conexionism and the dynamicism. From the results, one reflects the following: when conceiving cognition on dynamicism, the existing theoretical bias of mental abnormality is powerless. Far from the denying the existence of the deficiency as conclusion, one claims that it is possible to conceive the person with special needs not as a being drawn away from the order, opening ways to think socio-educational practices that allows him to be, in fact, a being. Keywords: learning; cognition; deficiency; cognoscente being.

Femtosecond Magnetooptics and the Orbital Model of the Ultrafast Magnetic Dynamics

2016 ◽  
Vol 845 ◽  
pp. 189-194
Author(s):  
Mikhail Ivanovich Kurkin ◽  
Natalia Borisovna Orlova
Keyword(s):  
Femtosecond Laser ◽  
Qualitative Analysis ◽  
Magnetization Reversal ◽  
Critical Analysis ◽  
Quantitative Description ◽  
Frequency Range ◽  
Magnetic Dynamics ◽  
Femtosecond Optics ◽  
Laser Pumping

The critical analysis of the magnetization reversal processes and magnetooptics of ferromagnets was carried out. The condition of the formation of nonequilibrium orbital momenta lpf after turning off the femtosecond laser pumping was found. The frequency range for processes involving lpf was estimated as 106 Hz to 1015 Hz. Such objects were not known in the magnetism before using the methods of femtosecond optics. The estimated frequency range covers all the processes related to femtosecond magnetism. Our qualitative analysis of these processes allows us to hope that their quantitative description does not require significant changes in the existing theories of magnetism.

scholarly journals PENDIDIKAN AGAMA ISLAM BERBASIS SIRAH NABAWIYAH

2020 ◽  
Vol 3 (2) ◽  
pp. 75
Author(s):  
Toha Makhshun
Keyword(s):  
Qualitative Analysis ◽  
Religious Education ◽  
Critical Analysis ◽  
Islamic Education ◽  
Descriptive Qualitative

The article aims to explain and describe the concept of Islamic education which imitates the Prophet's model in educating friends. The method used is descriptive qualitative analysis, namely describing the data accompanied by critical analysis. The results of the research can beconcluded that in general, Islamic religious education based on sirah Nabawiyah at the Kuttab Al-Fatih Semarang Foundation is carried out by teachers very well and efficiently, this can be proven from several things, namely: 1). Planning Based on Sirah Nabawiyah at the Kuttab Al-Fatih Semarang Foundation can be said to be very good and efficient, because in implementing planning in learning Kuttab teachers really pay attention to the procedures that will be used and applied to good students. 2) The implementation of islamic Learning Based on Sirah Nabawiyah at the Kuttab Al-Fatih Semarang Foundation is very good and efficient, because most of the indicators contained in learning have been carried out by the teacher both from the aspects of preliminary activities, core activities and closing activities are in accordance with Kuttab procedures.�Keywords: �Islamic Education, Sirah Nabawiyah

scholarly journals Z doświadczeń uczestników projektu THRIECE – perspektywa dziecka i dorosłego

2020 ◽  
Vol 49 (2) ◽  
pp. 103-114
Author(s):  
Agnieszka Nowak-Łojewska
Keyword(s):  
Qualitative Analysis ◽  
Inclusive Education ◽  
Innovative Approach ◽  
International Project ◽  
Educational Practices ◽  
Mosaic Approach ◽  
Erasmus Programme

The text is a description of the international project THRIECE (Agreement 2017-1-IE01- KA201-025698) realised as Erasmus+ Programme in 2017-2020. Experiences of its participants (teachers and children 3 to 10 years old) were reconstructed. In this article a qualitative analysis of teachers’ utterances was applied and children’s narrations with mosaic approach were used. Classes observations, children’s utterances and their pieces of work were helpful. As a result of the research, an innovative approach was revealed with elements of holistic, relational and inclusive education, which are the three basic pillars of the project. These innovative ideas resulted in examples of new interesting educational practices.

scholarly journals Análisis crítico del concepto “aprendizaje ubicuo” a través de la Cartografía Conceptual

2021 ◽  
Vol 21 (66) ◽  
Author(s):  
Belén Velázquez Gatica ◽  
Rocío Edith López Martínez
Keyword(s):  
Data Analysis ◽  
Critical Analysis ◽  
Personalized Learning ◽  
Educational Practices ◽  
Ubiquitous Learning ◽  
Exclusion Criteria ◽  
Educational Concept ◽  
Definition Of ◽  
Interpretation Of Results

El concepto “aprendizaje ubicuo” se ha criticado por su carácter tecnocéntrico, debido a que enfatiza los aspectos tecnológicos por encima de los educativos. No obstante, una vez que el aprendizaje ubicuo evolucione hacia un concepto educativo, sus aportes podrán alcanzar mayor relevancia y pertinencia en el marco de la ubicuidad y sus aplicaciones en el aprendizaje. Por tal motivo, el objetivo del presente trabajo fue realizar una revisión documental sobre el término aprendizaje ubicuo, para elaborar un análisis crítico que apoye en su desarrollo. Para ello, se utilizó el método de Cartografía Conceptual, a través de un procedimiento en cuatro fases: 1) Búsqueda de documentos pertinentes a la investigación; 2) Definición de criterios de inclusión y exclusión de documentos; 3) Análisis de datos con categorías analíticas (Noción, Caracterización, Categorización, Diferenciación, Clasificación y Vinculación); 4) Interpretación de resultados. El resultado principal sugiere que el aprendizaje ubicuo maduró conceptualmente, debido a la incorporación de dos enfoques: el aprendizaje continuo y el personalizado. No obstante, estos enfoques se basan en ideales del aprendizaje, por lo que es necesario precisar conceptos que apoyen la perspectiva del aprendizaje ubicuo a la hora de establecer prácticas educativas concretas. The concept of “ubiquitous learning” has been criticized due to its technocentric nature, which emphasizes technological aspects over educational ones. However, once ubiquitous learning evolves into an educational concept, its contributions may become more relevant and pertinent in the context of ubiquity and its applications in learning. For this reason, the objective of this work was to carry out a documentary review on the term ubiquitous learning, to make a critical analysis that supports its development. The Conceptual Cartography method was used, through a four-phase procedure: 1) Search for documents relevant to the research; 2) Definition of inclusion and exclusion criteria for documents; 3) Data analysis with analytical categories (Notion, Characterization, Categorization, Differentiation, Classification and Linkage); 4) Interpretation of results. The main result suggests that ubiquitous learning matured conceptually, due to the incorporation of two approaches: continuous and personalized learning. However, these approaches are based on learning ideals, so it is necessary to specify concepts that support the ubiquitous learning perspective when establishing concrete educational practices.

scholarly journals MELATIH KECERDASAN MATEMATIS LOGIS ANAK MELALUI KEGIATAN FUN COOKING DI SD NU METRO LAMPUNG

2021 ◽  
Vol 12 (1) ◽  
pp. 45
Author(s):  
Masrurotul Mahmudah ◽  
Nur Laili ◽  
Muh. Ngali Zainal Makmun
Keyword(s):  
Qualitative Analysis ◽  
Critical Analysis ◽  
First Grade ◽  
Staple Food ◽  
Analysis Method ◽  
Food Ingredients ◽  
Geometric Shapes ◽  
Children's Interests ◽  
Descriptive Qualitative

This research was motivated by curiosity in terms of developing logical mathematical intelligence in first grade students at SD NU Metro Lampung. This research focused on Fun Cooking activities which aim to develop children's interests and talents. This study uses critical analysis method, so this study is descriptive qualitative analysis to become a learning innovation in students development at mathematical intelligence. From the results of the study, it can be seen that the first grade students at SD NU are very enthusiastic in participating in Fun Cooking activities. Through several processes, stages and explanations conveyed by the teacher, it turns out that the development of children's logical mathematical intelligence, in first grade students is very efficient and it can be seen that children are able to understand various types of staple food ingredients, dosages in making dough, children are able to understand numbers, understand the duration of time to bake cakes, be creative in printing and make innovations on pizza, understand geometric shapes, for example round, square, triangle, and so on. Keywords: Fun Cooking, Mathematical Intelligence, Interests and Talents

Sign in / Sign up

Export Citation Format

Share Document