Search results for "School."
showing 10 items of 4295 documents
Parental Attitudes toward Videogames at School
2019
Despite research having highlighted the positive outcomes of the use of videogames to learn, their integration into school contexts remains rare. Literature recognizes the importance of user’s technology acceptance to predict the intention to use and the adoption of new technology in several settings. So far, investigations have primarily focused on students’ and teachers’ opinions, while only a few studies have considered the role of parents. This study aimed to investigate the role of the dimensions of the technology acceptance model on parental preference (254 Italian parents) for the adoption of videogames in primary or secondary schools. Results revealed that 71% of the variance of par…
Conflict between truthfulness and tact in parent–teacher conferences
2009
The purpose of this article is to explore how teachers’ and parents’ conversations are affected by their notions about truthfulness. The study is qualitative and draws on data from observations of parent–teacher conferences about pupils with special needs in a Norwegian lower secondary school and from interviews with participants. The findings show that teachers’ and parents’ conversations are constrained by positive talk, decency and silence and, especially when the pupil participates, they choose a careful point of view, gloss over it, and talk about what is OK and not unpleasant. Furthermore, teachers act communicatively in a strategic way. It is concluded that teachers and parents often…
Rural Children’s Perceptions of Parental Involvement in Their Education in Pakistan
2022
Drawing from focus group discussions, this study reports 40 school-aged children’s (12–14 years, boys and girls) perceptions of parental involvement in the context of a developing country with a collectivist culture. The results indicate that despite parental interference, adherence to local customs, poverty, and illiteracy, children felt encouraged by their parents through strategies that reinforced their motivation to continue their education. Extended families’ educated members can also compensate for parents being unable to support their children in learning. The study highlights the role of the socio-cultural context in understanding parental involvement. peerReviewed
More Time Children Spend in Nature During Preschool Is Associated with a Greater Sense of Responsibility for Nature : A Study in Finland
2021
Nature connectedness is an important factor underlying proenvironmental behavior. Only little is known on the aspects that influence nature connectedness in younger children. The study participants included 150 children at mean age of 6.5 years. Eighty-five of them attended nature-preschool that offers on average 13.1 h/week, and 65 of them typical preschool that offers on average 1.7 h/week, of their education in nature. Nature connectedness was measured with the connection to nature index. The regular visits to nature during preschool were associated with a higher sense of responsibility for nature (p = 0.013). The regular visits to nature during preschool, sex, parent's nature connectedn…
Corresponsabilità educativa nei servizi 0-6. La percezione di genitori e insegnanti.
2021
The 0-6 years integrated education service has opened new perspectives on parental participation and the forms in which it can be developed and put into practice. This paper intends to offer a theoretical framework relating to the role of families and the participation in the context of education services, based on a dialogue between family and education services. Through a survey conducted in the city of Palermo, some indications are proposed with respect to ways of improving the school-family co-education synergy, suggesting some good practices for a constructive and mutually responsible alliance.
Jørgen Moe : teolog, prest og biskop
2013
Author's version of an article in the journal: Teologisk Tidsskrift. Also available from the publisher at: http://www.idunn.no/ts/tt/2013/03/joergen_moe_-_teolog_prest_og_biskop Jørgen Moe (1813–1882) is best known for his work as a folklorist, but he was also a poet, pastor and finally bishop in the diocese of Kristiansand. This article examines some of the cultural and theological motivations of his ministerial work, based on poems, sermons and documents from his years as a bishop. The article shows how Moe’s aesthetic and pedagogical interests are reflected in this period and how he influenced Norwegian church life through his pupils J. C. Heuch and Gustav Jensen. - Jørgen Moe (1813–1882…
Zbigniew Jacorzyński
2017
Pułkownik Zbigniew Jacorzyński to postać wybitnie zasłużona dla polskiego pożarnictwa. Urodził się 8 sierpnia 1921 roku w Cieszynie. Był synem oficera Wojska Polskiego. W młodości udzielał się w polskim harcerstwie. W 1937 roku stanął do poboru i dostał przydział do broni pancernej, głównie z powodu fascynacji motoryzacją. W 1939 roku ukończył liceum o profilu matematyczno-fizycznym, po czym odbył obowiązkową sześciotygodniową służbę w Junackich Hufcach Pracy w Równym, na granicy Polesia i Wołynia. W dniu 17 września 1939 roku, kiedy Sowieci przekroczyli polską granicę, cały hufiec został zmobilizowany i skierowany na odsiecz Brześcia nad Bugiem, zajętego wówczas przez Niemców. Po drodze żo…
Ripensare la corresponsabilità educativa tra scuola e famiglia: vissuti e riflessioni di dirigenti scolastici al tempo del Covid-19
2021
Il Patto di corresponsabilità educativa sancisce formalmente l’alleanza educativa tra scuola e famiglia. Tuttavia, oggi il rischio è che il Patto rimanga solo un atto formale. Appare, allora, necessario approfondire il senso e le modalità pratiche della partnership scuola-famiglie. Nel fare ciò, il ruolo del Dirigente Scolastico risulta fondamentale per la promozione di una vera e propria partnership educativa. Il paper presenta un approfondimento teorico sul tema citato, con riferimento all’attuale crisi pandemica e alcuni risultati preliminari di un’indagine esplorativa svolta durante l’A.S. 2020/2021 con venti dirigenti scolastici di scuole siciliane per comprendere come la relazione è c…
Formatīvā vērtēšana studiju procesā
2018
Anželas Jurānes-Brēmanes promocijas darbs pedagoģijā augstskolas pedagoģijas apakšnozarē „Formatīvā vērtēšana studiju procesā” izstrādāts Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātes Pedagoģijas nodaļā Dr. habil. paed. profesores Tatjanas Koķes vadībā laika posmā no 2012. līdz 2017. gadam. Promocijas darba mērķis: izpētīt formatīvās vērtēšanas norises principus un pedagoģiskos nosacījumus uz studenta jēgpilnu mācīšanos orientētā studiju procesā. Promocijas darba apjoms ir 168 lpp. un 13 pielikumi. Promocijas darba 1. daļā veikta formatīvās vērtēšanas teorētiskās izpratnes analīze mācīšanās paradigmas kontekstā, kā arī formatīvās vērtēšanas kā trīspusēja procesa ana…
Pedagoginen etiikka koulukasvatuksen karttana ja kompassina
2004
Tutkimuksen tehtävänä oli kuvata opettajaksi opiskelevien 1) käsityksiä opettajan työn eettisestä luonteesta, 2) näkemyksiä ohjaajan, opettajan ja kouluttajan työn eettisistä haasteista käytännössä, 3) oikeudenmukaisuutta koskevia menettelytapoja sekä 4) pedagogista etiikkaa määritteleviä kuvauksia. Tutkimusaineisto kerättiin vuosina 2001-2003 Joensuun yliopiston kasvatustieteiden tiedekunnassa opettajaksi opiskelevilta osana opettajan pedagogisiin opintoihin kuuluvaa pedagogisen etiikan opintojaksoa. Eettisiä käsityksiä koskevan aineiston laajuus oli 185 opiskelijaa, eettisesti haasteellisten tilanteiden kuvauksia saatiin 310 opiskelijalta, oikeudenmukaisuutta koskevia menettelytapoja arvi…