TA’LÎM AL-LUGHAH AL-‘ARABIYAH BI AL-MAGHRIB MIN KHILÂL AL-MINASHÂTH AL-ILIKTRÛNIYAH WA FA’ÂLIYATUHÂ FÎ ‘ASHR JÂIHAH COVID 19

This study aimed to describe the teaching of the Arabic language through electronic platforms, study its advantages and disadvantages, and reveal its effectiveness in teaching Arabic in Morocco, in an era when distance learning was imposed, such as this period now is Covid 19 pandemic. This research followed the descriptive analytical approach, giving importance to both qualitative and quantitative aspects, qualitative research describing the electronic platforms used in teaching Arabic in Morocco and stating their advantages and disadvantages, and quantitative research analyzing the effectiveness of the electronic platform that is used in teaching Arabic. By adopting data collection, analysis, description and interpretation of the effectiveness degrees of each platform, by distributing the electronic form via Google Form. It included a sample of Moroccan Arabic language teachers, from the various school: primary school, junior high school, and senior high school qualification courses according to the Moroccan education system. The results of the study, which included more than thirty Arabic teachers of male and female from different educational fields, showed a number of important statistics related to the different electronic platforms, and clarified their advantages and disadvantages.

Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement

<p>This socio-cultural study investigated the assessment of group composing for a secondary school qualification, and the implications such assessment might have for teacher practice. It examines the validity of the contributions of group-composing students and classroom music teachers to the common purposes of learning, teaching, and assessment. The research was carried out in two cycles of practitioner inquiry where the researcher worked in collaboration with two teachers in their respective secondary schools to teach and assess group composing for New Zealand’s secondary school qualification, the National Certificates of Educational Achievement (NCEA). A wide range of data were gathered during the collaboration, including teacher and student interviews, recorded discussions, classroom materials and assessment documents, resulting in a rich data set. In the classroom, conceptual models of composing and creativity were used to bridge the discourses of formal and informal music learning, with the aim of engaging the students as thoughtful, independent artists, able to communicate their creative intentions clearly to each other, and to their teacher. During data analysis, cultural historical activity theory (CHAT) was used to analyse and interpret the complexities and contradictions associated with group composing and its assessment. A significant finding is that the incorporation of group composing into established senior secondary music programmes required teachers to make changes to their practice. The teachers’ experiences as learners, musicians and teachers, and their perceptions of professional identity, were found to be key factors in the extent to which they were able to make those changes. If the assessment of group composing was to be valid, then all participants, teachers and group composers alike, needed to engage with each other in the closely interrelated practices of composing, teaching and assessment. Multiple forms of musical authorship, particularly those of rhythm-section or novice players, proved to be problematic for the assessment system. What were regarded as valid contributions by some members of a group-composing ensemble were not necessarily regarded as valid by the teacher. Arriving at a final grade for each group-composing student not only required grading the music but also entailed the evaluation of portfolios of student achievement data, derived from collaborative interactions within the group. The teacher needed to interpret a complex mix of interpersonal, musical and social relationships among students. Therefore, a broad, socio-cultural assessment perspective was required, necessitating holistic, rather than atomised, judgments to be made across the entire compositional process. This thesis offers possible insights into how music teachers might reconcile the validity demands of a national assessment system with the considerable challenges posed by the ethical requirement to meet the diverse needs of their students. It adds to on-going debates in the literature about the nature of disciplinary knowledge in music education, what constitutes music curriculum in the 21st century, and how such curriculum knowledge might be assessed. It also throws new light upon the complexities and challenges of conducting collaborative action research in schools.</p>

Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement

<p>This socio-cultural study investigated the assessment of group composing for a secondary school qualification, and the implications such assessment might have for teacher practice. It examines the validity of the contributions of group-composing students and classroom music teachers to the common purposes of learning, teaching, and assessment. The research was carried out in two cycles of practitioner inquiry where the researcher worked in collaboration with two teachers in their respective secondary schools to teach and assess group composing for New Zealand’s secondary school qualification, the National Certificates of Educational Achievement (NCEA). A wide range of data were gathered during the collaboration, including teacher and student interviews, recorded discussions, classroom materials and assessment documents, resulting in a rich data set. In the classroom, conceptual models of composing and creativity were used to bridge the discourses of formal and informal music learning, with the aim of engaging the students as thoughtful, independent artists, able to communicate their creative intentions clearly to each other, and to their teacher. During data analysis, cultural historical activity theory (CHAT) was used to analyse and interpret the complexities and contradictions associated with group composing and its assessment. A significant finding is that the incorporation of group composing into established senior secondary music programmes required teachers to make changes to their practice. The teachers’ experiences as learners, musicians and teachers, and their perceptions of professional identity, were found to be key factors in the extent to which they were able to make those changes. If the assessment of group composing was to be valid, then all participants, teachers and group composers alike, needed to engage with each other in the closely interrelated practices of composing, teaching and assessment. Multiple forms of musical authorship, particularly those of rhythm-section or novice players, proved to be problematic for the assessment system. What were regarded as valid contributions by some members of a group-composing ensemble were not necessarily regarded as valid by the teacher. Arriving at a final grade for each group-composing student not only required grading the music but also entailed the evaluation of portfolios of student achievement data, derived from collaborative interactions within the group. The teacher needed to interpret a complex mix of interpersonal, musical and social relationships among students. Therefore, a broad, socio-cultural assessment perspective was required, necessitating holistic, rather than atomised, judgments to be made across the entire compositional process. This thesis offers possible insights into how music teachers might reconcile the validity demands of a national assessment system with the considerable challenges posed by the ethical requirement to meet the diverse needs of their students. It adds to on-going debates in the literature about the nature of disciplinary knowledge in music education, what constitutes music curriculum in the 21st century, and how such curriculum knowledge might be assessed. It also throws new light upon the complexities and challenges of conducting collaborative action research in schools.</p>

Parental Perceptions About the Importance of Play in the First Three Years

<p>Play is a universal and innate disposition that is believed to be one of the most significant components to holistic wellbeing and development during the foundational years of childhood. Research and literature examining the topic of play in early childhood suggests that while unstructured and child directed play is valued, its existence is under threat. Instead, it is being replaced by structured, educational, and adult directed activities which aim to accelerate young children’s learning. Due to these conflicting paradigms, and a lack of research exploring parental values in this area, this quantitative study examined parental perceptions towards structured and unstructured play for children under the age of three years. In order to investigate this topic, 255 New Zealand parents, with children not in full-time childcare and under the age of three years, participated in an anonymous online survey. The survey was designed specifically for this study due to a lack of pre-existing measures. The main finding was that parental perception influenced the way in which infants and toddlers spent their time. The majority of parents perceived unstructured play to best support early development and, consequently, offered children a large amount of daily time to become involved in freely chosen unstructured play. The study also identified that: the more weekly activities a child engaged in, the higher structured play was valued by parents; older parents did not value structured play as highly as younger parents; parents with a tertiary level qualification valued unstructured play more than those parents with a school qualification or less; screen time was perceived to be more appropriate the older the child. These findings were discussed in relation to the implications they raise for the role of the parent, early childhood education, parent education, and child development and wellbeing.</p>

Parental Perceptions About the Importance of Play in the First Three Years

<p>Play is a universal and innate disposition that is believed to be one of the most significant components to holistic wellbeing and development during the foundational years of childhood. Research and literature examining the topic of play in early childhood suggests that while unstructured and child directed play is valued, its existence is under threat. Instead, it is being replaced by structured, educational, and adult directed activities which aim to accelerate young children’s learning. Due to these conflicting paradigms, and a lack of research exploring parental values in this area, this quantitative study examined parental perceptions towards structured and unstructured play for children under the age of three years. In order to investigate this topic, 255 New Zealand parents, with children not in full-time childcare and under the age of three years, participated in an anonymous online survey. The survey was designed specifically for this study due to a lack of pre-existing measures. The main finding was that parental perception influenced the way in which infants and toddlers spent their time. The majority of parents perceived unstructured play to best support early development and, consequently, offered children a large amount of daily time to become involved in freely chosen unstructured play. The study also identified that: the more weekly activities a child engaged in, the higher structured play was valued by parents; older parents did not value structured play as highly as younger parents; parents with a tertiary level qualification valued unstructured play more than those parents with a school qualification or less; screen time was perceived to be more appropriate the older the child. These findings were discussed in relation to the implications they raise for the role of the parent, early childhood education, parent education, and child development and wellbeing.</p>

Determinants of exclusive breastfeeding practice for the first six months in mothers with infants between 6 and 15 months of age in Erbil city, Iraq: A cross-sectional study

Background and objective: Breastfeeding is a useful and natural source of nutrition that provides the healthiest start for an infant. Despite its nutritional benefits, breastfeeding promotes a unique and emotional connection between mother and baby. This study aimed to assess the determinants of exclusive breastfeeding within the first six months of age in Erbil City, Iraq. Methods: A cross-sectional study was conducted in Erbil city, Iraq, from December 2017 to December 2018. A convenience sampling method was used for selecting mothers of infants aged 6-15 months. A structured interviewer administered questionnaire was used for data collection. The statistical package for the social sciences was used for data analysis and a P value of ≤0.05 was regarded as statistically significant. Results: A total of 306 mothers with children aged between 6 and 15 months were included. The prevalence of exclusive breastfeeding was 26.5%. Around 36% of mothers had a primary school qualification, of whom 28.2% gave exclusive breastfeeding. Around 84%of the mother were housewives, of whom 28.3% had exclusive breastfeeding. Around 92% of the mothers had a birth at health facilities, of whom 26.2% gave exclusive breastfeeding. Around 50% of mothers had cesarean section deliveries, of whom 23.4% gave exclusive breastfeeding. Around 44% of the mothers mentioned that insufficient milk is the barrier to exclusive breastfeeding. Conclusion: Exclusive breastfeeding still remains low compared to the current WHO recommendations. The most common barrier to continuing exclusive breastfeeding was the perception of insufficient milk production. Housewife mothers are more likely to breastfeed their infants exclusively, and least when the mother is a non-house wife. Keywords: Exclusive breastfeeding; Mothers; Infants; Erbil.

Intelectuais da modernização: Biografia dos 26 signatários do manifesto dos pioneiros da educação nova de 1932

This book brings a collection of biographical stories of Brazilian intellectuals who signed the New Education Pioneers Manifest, from 1932, unveiling the social, political and cultural nexuses of their ideas and the institutional environments that received and circulated their propositions. The purpose was to gather, in a single compendium, biographical stories of all the Manifest signatories, abandoning the historiographical tradition that privileges some of these intellectuals and leaves a large part of them to the sidelines of written history. The fact that the intellectuals biographed here do not have a homogeneous political position, that their components belong to different country regions, have a diverse academic background and exercise different professional activities combined with the teaching function, allowed to add, to the already known, new information about one of the most important movements for the Brazilian public school qualification, named by its proponents as “Movement for the New School”. In view of the identity diversity from the intellectuals group who signed the New Education Pioneers Manifest, there is one aspect that unifies its components and led to the writing of the chapters that compose this collection: all the signatories to the Manifest, from 1932, were intellectuals who were present in the educational field, defending the modernization of the school and the Brazilian society.

Risk factors for young people not in education, employment or training (NEET) using the Scottish Longitudinal Study

BackgroundThe high level of young people not in education, employment or training (NEET) has been an important long-standing issue in Scotland. The experience of being NEET has long term detrimental effects. Main AimIdentify risk factors that could inform interventions aimed at reducing the number of NEETs. MethodsWe use the Scottish Longitudinal Study (SLS) which provides a 5.3% representative sample of Scotland’s population based around the Censuses of 1991, 2001 and 2011. The SLS includes Vital Event data, Census data for the SLS sample and also those living in the same household and, since 2007, school census data. This allows us to study two cohorts of 16-19 year olds (the ages used in Scotland when considering NEET status) over a period of 10 years: those 6-9 years old at the time of the 1991 Census to the 2001 Census when they were 16-19 years old those 6-9 years old at the time of the 2001 Census to the 2011 Census when they were 16-19 years old We used logistic regression to investigate whether NEET status is associated with individual, family and household characteristics measured 10 years previously and later data including school qualification, school behaviour, areal characteristics and teenage pregnancy. ResultsThese analyses found several factors were associated with the likelihood of being NEET for both cohorts, including having no qualifications, teenage pregnancy and living in an area where there was a relatively high level of NEETs (100% census data). For the later cohort, school census data were available and school behaviour were important factors, whereas household characteristics at childhood were important factors for the earlier cohort. ConclusionA number of factors are associated with NEET but those closer in time to the NEET ages of 16-19 appear to be more important than childhood factors.

CONNECTIONS BETWEEN SOCIODEMOGRAPHIC CHARACTERISTICS AND ATTITUDES TOWARDS EMPLOYEES WITH DISABILITIES

Since the annexation to the European Union, exceptional attention has been directed to equal opportunities and equal treatment of disadvantaged social groups in Hungary too. The Hungarian state tries to ensure the first and foremost with legal tools. It is, however, not enough to result in lasting changes in the attitude of society. Personal experiences, as well as, positive messages transmitted by others can produce a positive effect on the development of inclusive approaches. With respect to sociodemographic characteristics (e.g. gender, age, school qualification) investigations into this field suggest different research results. The questionnaire data collection took place in three districts of Hungary. The research was aimed at questioning two test groups, on one hand, the employees of social institutions who mainly deal with disadvantaged persons, on the other hand, the residents of the given districts, who have the knowledge and approach of an average citizen. The ingenuity of the research is put down to the fact that in Hungary there had never been researching to explore the attitudes of social employees. A total of 747 persons filled in the questionnaires, out of which 408 employees in social institutions and 339 district residents. This present study discloses the deeper connections of the research results which are observable between the two test groups’ attitudes to persons with disabilities and sociodemographic characteristics. Its significance is crucial in identifying the characteristics of the colleague playing an actual role in the integration who, as a reference person, with his own personal involvement can promote the integration of disabled persons into workplace communities. In the research of attitudes three well-distinguished clusters were outlined, which were named as follows: accepting, uncertain/indifferent, rejecting. The study investigates what kind of sociodemographic characteristics the residents, and social workers who belong to the three clusters have. Do people who belong to the same cluster posses similar attributes in both test samples? What kind of attributes has the residents and social workers got who show a higher level of acceptance? According to the findings of the research, the attitudes of the district residents differ in age, school qualification, and personal experience, whereas in the case of the social workers the difference in attitudes depends on age and school qualification.

Centros educativos que se autoevalúan y reflexionan sobre sus resultados para mejorar la atención a la diversidad

RESUMENLa atención a la diversidad requiere una respuesta educativa que permita a todo el alumnado alcanzar metas acordes a sus posibilidades, lo que muchas veces no se consigue, especialmente, en educación secundaria. El objetivo de este artículo es analizar los resultados que obtienen ocho centros, cinco de educación infantil y primaria y tres de secundaria dela Regiónde Murcia a partir de la autoevaluación que realiza el profesorado de los logros del alumnado en la adquisición de conocimientos, valores y obtención del graduado en Secundaria. Para ello se llevó a cabo una investigación descriptiva no-experimental de carácter cuantitativo en la que participaron 130 docentes seleccionados de manera no probabilística por conveniencia. Se utilizó el instrumento ACADI (Autoevaluación de Centros parala Atenciónala Diversidaddesdela Inclusión), en concreto, el ámbito D “Resultados”. Los análisis realizados mostraron que el profesorado tiene en cuenta la situación de partida del alumnado, especialmente del más vulnerable, y que aplica en su respuesta educativa estrategias, medidas y apoyos que facilitan el aprendizaje y la obtención del graduado en educación secundaria obligatoria. Asimismo evidencian el desarrollo de valores inclusivos, de hábitos de buena conducta y la resolución dialogada de conflictos. Se concluye afirmando que la atención a la diversidad del alumnado está presente, que la aplicación de medidas de atención a la diversidad ha mejorado el logro de los estudiantes y que hay que seguir potenciando la participación de todos los agentes educativos para que la educación inclusiva impregne todas sus acciones.ABSTRACTAttention to diversity requires and educational response that enables all students to meet goals that are in line with their possibilities, something which is often not achieved, especially in secondary education. The overall aim of this article is to analyze the results obtained from eight centres - five infant and primary schools and three secondary schools in the Region of Murcia (Spain) – from self-assessments made by the teachers of students’ achievements in terms of knowledge acquisition, values and gaining the high school qualification. A non experimental descriptive study of a quantitative nature was carried out with 130 teachers who, for the sake of convenience were selected no probabilistically. The ACADI (Autoevaluación de Centros parala Atenciónala Diversidaddesdela Inclusión– School based self-assessment of diversity awareness from an inclusive approach) was used, specifically, the field D "Results". The analyses revealed that teachers take into consideration the initial situations of their students, especially those of the most vulnerable and respond educationally by applying strategies, measures and support to facilitate learning and the certificate of graduation at the end of compulsory secondary education. Likewise, the findings show the practice of inclusive values, good behavior habits and use of dialogs to resolve conflicts. The conclusions state that attention to student diversity is present, that the application of attention to diversity measures has improved students’ achievements and that there is a need to continue to boost the participation of all educational agents so that inclusive education filters through to all actions performed.