traditional school
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2021 ◽  
pp. 1171-1186
Author(s):  
Силвия Николаева ◽  

The article, based on the meta-analysis of leading current research, policies and practices, formulates and argues the author's position regarding possible strategic perspectives and challenges to the connectivity between formal and nonformal education. Two main lines of this convergence are analysed. One line is a consequence of the expanding scope of formal education systems and the other is related to the multiparadigm and flexible applicability of their connectivity, which seek opportunities to modernise traditional school and university practices to better cope with their new functions. Some underlying challenges that hamper authentic relationships between formal and non-formal education, are also analysed. In conclusion some expected long-term benefits of their joint and related dynamics are formulated


2021 ◽  
pp. 155-160 ◽  

We describe a necessary stage in preparing the frontal approach of designing specialized applications. Such applications enable services dedicated to assisting the learning process (CAE). Therefore, our topic is dedicated to services, which assist the learning process. The novelty of the approach consists in the cybernetic analysis of the role and possible ways of working under conditions in which features of a set of automatic systems that work autonomously for each individual student and/or in an integrated manner for the training group, are considered the determinant process. This process is derived from the software dedicated to computer-assisted education. The preparation stage led to introducing a reticular structure of action, with multiple argumentations, in which some of the principles of traditional school were discussed. The model set of requirements enabled to introduce the design steps for developing the automation the learning process.


2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S300-S301
Author(s):  
Westyn Branch-Elliman ◽  
Zeynep Ertem ◽  
Elissa Perkins ◽  
Polly van den Berg ◽  
Isabella Epshtein ◽  
...  

Abstract Background Early in the COVID-19 pandemic, elementary and secondary schools were closed. There was variation in school opening mode (traditional, hybrid, remote) in fall 2020.The aim of this national, retrospective cohort study is to evaluate the impact of in-person learning on community incidence of SARS-CoV-2 and COVID-19-related deaths. Methods Data were extracted from several data sources. School opening mode was collected from the Burbio school tracker, which tracks school openings in a sample of school districts across the US. Incidence of SARS-CoV-2 and COVID-19 related deaths were obtained from the CDC. Data on community-level SARS-CoV-2 mitigation measures were obtained from the Oxford University COVID-19 Government Response Tracker. The effect of school mode on SARS-CoV-2 cases and deaths/100,000 during the 12-weeks following the start of school was estimated using a log-linear model with state, week, and state-week fixed effects. Models were stratified by 9 US Census divisions and adjusted for variables determined a priori to be potentially associated with the outcome. Results 519 US counties were included (Figure 1); mean cases of COVID-19 were increasing across all regions during the weeks following the start of school, regardless of school mode. Adjusted absolute differences in COVID-19 cases in counties with hybrid and traditional school opening modes relative to fully remote learning models are presented in Figure 2. In the Northeast and Midwest regions of the country, COVID-19 case rates were not statistically different between different school modes. However, in the South and West regions, there was a statistically significant increase in cases per week among counties that opened in an in-person relative to remote learning model, ranging from 17.1 (95% CI: 0.3-33.8) to 24.4 (95% CI: 7.3-41.5) in the South and from 19.0 (95% CI: 8.8-29.3) to 109.2 (95% CI: 50.4-168.0) in the West. There was no impact of school opening mode on COVID-19-related deaths. Figure 1. Map with distribution of counties and school opening mode across the United States Figure 2. Impact of school opening mode on subsequent cases of SARS-CoV-2, stratified by region. Conclusion Impact of school mode on community case-rates of SARS-CoV-2 varied across the US. In some areas of the country, traditional school mode was associated with increases in case rates relative to virtual while there were no differences in other regions. Disclosures All Authors: No reported disclosures


2021 ◽  
pp. 1321103X2110325
Author(s):  
Katrina Skewes McFerran ◽  
Alexander HD Crooke ◽  
Megan Steele ◽  
John Hattie ◽  
Gary E McPherson

Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, most Australian schools are left to navigate a landscape characterized by shifting policy goals and external providers of diverse quality and intent. Drawing on interviews with 27 stakeholders from 19 Catholic primary schools in Melbourne, Australia, we explored key approaches to arts provision in this context, and conditions that hinder and support it. Approaches varied markedly, from school-wide programs embedded across the curriculum, to one-off incursions. Conditions consistently affecting provision ranged from leadership support to a community’s view of the arts. Programs regularly relied on individuals passionate about arts to go beyond their paid roles, yet this frequently jeopardized sustainability. Overall, the approaches identified, and conditions affecting their sustainability, reveal a lack of value for school arts at policy and administration levels. This lack of value is not demonstrated in the provision of other traditional school activities like math or literacy, which begs consideration by policymakers and school administrators.


2021 ◽  
Vol 10 (2) ◽  
pp. 191-199
Author(s):  
Alyona Grigorovitch

This research investigates the transformation of the seventh-grade students' mental representations of the rectilinear propagation of light. The researcher employed the quasi-experimental method on two groups of students aged 12-13 years. The survey involved 102 students who were divided into two equal groups determined by the stratified sampling technique. The first group participated in a didactic intervention based on the students' representations. The second group of students participated in a traditional school teaching. The Mann–Whitney U test was utilized for calculating the significance of the data. The statistical analysis showed that the pretest and the posttest progress was statistically significant for the first group. It resulted in the mental constitution of a representation that is compatible with the scientific model.The research results allow the design of effective interventions for the teaching of light propagation and geometric optics in general.


2021 ◽  
Vol 601 (7) ◽  
pp. 15-28
Author(s):  
Beata Adrjan ◽  
Agnieszka Koterwas

School concepts of pupil and parent that arose during online learning forced by a pandemic are the main problem discussed in this article. An attempt was made to reconstruct them on the basis of the analysis of the statements of teachers in an early stage education. The teaching concepts present in the statements and the resulting concepts of pupil are illustrated with a didactic metaphor: for a report, without procedures, incomplete, interrupted or missed cognitive opportunities. From this image emerges a pupil as a robot, confused loner, apparent researcher or blindfolded researcher. The concepts of parent metaphorically presented in the text are: ghost, playmate, transmission teacher, actor, controller, postman , lector. The concept of pupil, parent and online learning turns out to be resistant to new contexts resulting from the reorganization of the didactic process. Parents in online learning were forced to act for the school benefit (curriculum implementation). According to the teacher's statements, pupils and parents were to carry out learning activities in the same way as the school did before the lockdown; through the realization of the transmission model of teaching, monocentrically understood cooperation with parents and school: the main beneficiary of learning activities carried out at home. Online learning was not used to change, on the contrary, it has consolidated traditional school concepts of teaching, pupil and parent.


Afkaruna ◽  
2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Ahwan Fanani

The Hanbalite school, well-known as a traditional school of Islamic law, played important role in theological disscourses in Islamic history. The fact, however, fails to be paid enough attention because of prevalent knowledge among Islamic society that the Hanbalite is only and a school of Islamic law. The Hanbalite theology is frequently abandoned in Islamic scholarship, although several researches have tried to reveal them. This article is aimed to extend previous researche of the Hanbalite theology through the description of its creeds and the elaboration of theological polemics between the Hanbalites and their adversaries. This article employs the history of idea by analyzing references written by Hanbalite scholars and other related sources. The references are collected and categorized according to the need of topics and then interpreted to provide readers with overall picture of the Hanbalite theology and their polemics along history. The Hanbalites creeds are based on textual understanding on Quranic texts and prophetic traditions. The creeds are underpinned by the idea that the Quran is not created and Quranic verses on God’s attributes should be understood textually. The idea led Hanbalite scholars to do a debate with other theologians. The article provides a more vivid description on Hanbalite creeds and analyzes the creeds in the light polemics launched by the Hanbalite scholars against their rivals. The article, however, does not elaborate detailly on each Hanbalite scholar’s contribution in forming sophisticated Hanbalite theology.


Author(s):  
David B Reid ◽  
Benjamin M Creed

The work of school principals is complex; however, little research has examined how they navigate this complexity outside of traditional settings and times. This specific line of inquiry is important, because principals’ time allocation is related to various desirable student outcomes, and how many hours principals work (and when) is associated with job satisfaction. To address this gap in the literature, we asked (a) How much time do principals spend on work-related activities outside of traditional school hours and how is that time used? and (b) In what ways do nontraditional work-hour activities influence principals’ job satisfaction? An analysis of our interview data revealed (a) principals spend a significant amount of time outside of traditional school hours completing school-related administrative work, being visible at school and community events, and being virtually visible via email and various social media platforms; and (b) time spent during nontraditional work hours influences principals’ job satisfaction. We discuss implications for policy, practice, and leadership preparation.


2021 ◽  
Vol 25 (3) ◽  
pp. 62-71
Author(s):  
L. G. Wariyo ◽  
A. Asgedom

The purpose of this study was to 1) explore theories and practices in building college readiness; 2) examine the Ethiopian college readiness policy and the Ethiopian preparatory for higher education curriculum through the lens of the theories and practices around the world.Materials and methods. To achieve these objectives, extant literature reviews were conducted. The international research databases such as Scimago Journal and Country Rank, Web of Science, and Google Scholar were used for the collection of the resources. Some local government reports and research findings were accessed in hard copy. The resources reviewed in this study consist of quantitative, qualitative, mixed-methods empirical research reports, and systematic reviews. This systematic review mainly focused on 1) searching for interventionist approaches, theories, and practices of building college readiness across k-12 education beyond the traditional school-based teaching and learning arena; 2) how the trends in building college readiness focused on narrowing the gap between theory and practices through student supports from early years of schooling as well as how the practices focused on managing and monitoring student learning outcomes effectively.Results. The review analysis shows that the current practice of building college readiness has spread its roots in societal and ecological grounds than ever before. For this reason, the traditional school-based college readiness building tends to be more supplemented by the advanced, research-oriented, and community-based, or ecologically grounded early support and monitoring of student progress. The Ethiopian college readiness curriculum, admission processes, and practices in teaching-learning are highly school-based and traditional compared to the contemporary practices of building college readiness around the world. The early warning and support systems are highly dependent on the teachers’ classroom tests and national assessments that are administered at some grade levels only.Conclusion. Building college readiness is a significant factor in promoting college success and higher education student learning outcomes. The contemporary college readiness and transition to higher education is highly affected by multiple personal and ecological factors, in addition to the traditional school, curriculum, and teachinglearning factors. Multiple community-based and research-oriented early interventions and support systems need to supplement the role of schooling in building college readiness. The curriculum and teaching-learning processes need to be rich enough in narrowing the gap between theories and practices. The teachers play a great role in building college readiness.


2021 ◽  
pp. 235-246
Author(s):  
Will Kuhn ◽  
Ethan Hein

This chapter discusses the challenge of launching student-led performing and creative groups without taking a heavy-handed role in their development. The chapter gives strategies for supporting student-led groups so that they attain the continuity of membership enjoyed by traditional school ensembles. Specifically, it considers three models of student-led groups. The first model is the recording club, a loosely knit group of like-minded students doing self-directed recording projects in the studio. Second is a model based on rock bands and open-mic nights, student-organized ensembles, and performance series that are supported by the school but that operate independently of formal classroom structures. The third model is the electronic music group, a novel and successful performing ensemble combining DJs, instrumentalists, vocalists, and emcees. Lebanon High School’s Electronic Music Group is described: its technical onstage setup, its nontraditional performance venues, its repertoire and creative ethos, and the faculty facilitation that makes it sustainable in a school environment.


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