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This paper discusses the educational aspects of the historical transformation of disability from a matter of care, cure and charity to a matter of social justice and human rights, initiated and led by the disabled people’s movement. The first part of the paper considers the social model of disability and its significance for the UN Convention on the Rights of Persons with Disabilities. The second part focuses on inclusive education, regarding it as a major element of the transformation of disability into an issue of justice and rights. The concluding section analysis the practice of inclusion both globally and in Bulgaria by discussing various barriers to inclusion (lack of adequate support, large groups and classes, ableism, rigid curricula, overvaluation of academic achievements, selectivity), their links to disciplinary power and marketisation, and possibilities for their overcoming.
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Today, a public debate is once again being conducted in Germany regarding the deficits of the German education system and the reforms that need to be made. Moreover, there are obvious interesting similarities to the discussion held during the 1960s. For instance, in both cases a mismatched has been observed between research results and practical policy. Recent social surveys and international comparative analyses, such as PISA, have clearly proven that, both in the past and now, it cannot be said there is equality of chances in the German education system. The system of school education is particularly marked by great selectiveness: the dependence of scholastic success on social origin in Germany is great as in no other country. Despite this, no reforms are being undertaken. The latest educational policy measures rather lead to increased selectiveness based on social origin. For instance, the Gymnasium (high school), as a basic pillar of selection remains intact, and new obstacles are being created: with the reduction of the length of high school education from 13 to 12 years, the possibility of transit from one form of school education to another is becoming even more difficult. In the German school system, social inequalities are not being abolished; to the contrary: they are becoming more stable and deeper. A child’s social origin and stratum background have a considerable impact on his/her educational performance and chances for participation in social life. Children from strata and families that are “distanced from education” and of emigrant origin have considerably smaller educational chances compared with children of German origin; they also have weaker professional opportunities and general life chances. With regard to finding a solution to this educational poverty and enhancing equality of chances in the school system, the political conclusions that must be drawn are, so to say, self-evident in view of the undisputed scientific proofs. A significant prerequisite for this is that the state must considerably increase expenditure on education. Together with this, the school system must be reformed in terms of structure: the encouragement of children from an early age must be decisively improved in order to enable longer joint learning of children of different social situations and in order to put an end to early selection in the school system. Abolishing the three-stage school education system must be in the focus of attention. Only thus can we prevent the deepening of the rift in education and the growing split within a society based on unequal educational chances.
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The paper is based on discourse analysis and secondary data analysis conducted in the collective research “Educational Inequalities and Life Chances”. Three knots of issues are outlined in the first part of the paper, while the second represents the discursive strategies of the main actors identified against the background of the problematic knots.In the public talk about education, educational crisis and educational reform, a particular discursive line prevails: we called it project-entrepreneurial. It renders families responsible pupils’ educational achievements, constituting their identity as responsible for children’s ‘motivations’. This shared discursive reservoir however is enacted toward varying strategies by public and administrative authorities, by business structures and spokesmen, by the activist segment of the NGO sector and by its think-tank segment. Varying as they are, these strategies of enactment of the shared reservoir reinforce the effects of the dominating discourse. Students are measured and recognised according to their intellectual achievements, reduced to the educational motivations acquired within the family. This supports and legitimises a process of an early selection of children according their intellectual achievements, which in turn has the function of showing the desired families that the school selects its students, thus reproducing the cultural capital and legitimising parental hidden power.Within the competitive framework in which they are positioned, schools behave completely rationally – the successful ones get even and ever more successful, while (educationally) unsuccessful ones occupy a niche that is left unoccupied – the niche of social work and assistance. Thus the system, though producing and reproducing inequality, is preventing social exclusion.
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The aim of the article is to compare the normative visions of the quality of education (of the World Bank, OECD, UNICEF, UNESCO, Law on Pre-school and School Education – LPSE, Bulgaria) with the everyday perceptions of respondents, working in the sphere of education, about the quality of education (QE) and their assessment of that quality in different types of schools. The analysis is based on data from a sociological research, conducted in four regions of Bulgaria in 2018. The study found that there is no link between the declared objectives of the LPSE and the practice. The quality of education is being redefined on a daily basis in accordance to different schools – in some schools the QE criteria are low, in others – they are high. The “profile” of the predefined QE depends on the perception of the social milieu and family background of the children – the ethnic and social status of the parents, the place of residence. Respondents shared the following views on the relation between school education and subsequent stages of pupils’ life trajectory: When attending rural (often Roma) school (or school in a poor neighborhood) follows – vocational high school – low-skilled profession – local market. When attending elite primary school follows – private lessons – elite high school – higher education – high professional qualification – national or global market. These two extreme varieties of educational and life trajectories presuppose social homogenization of students, because the “milieu” chooses the school, and the school conforms to the “milieu”. The milieu predetermines the school and the future life trajectory of children, the school is just a tool for reproducing social inequalities. This situation initially blocks the normative vision for children’s equal access to quality education.
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The aim of the article is to outline the construction of two visions for education – as a right and as competitive resource. The text passes from the analysis of the normative documents to the practical effects as seen in two Bulgaria municipalities. The main argument is that these two visions for the education are in practical conflict. The interpretation claims that certain social groups, who practice education as distinctive and competitive resource, succeed to impose their own group interests in the conducted public policies. Through the discourse of parents’ responsibility and creating “moral panic” around the “difficult ones”, these groups shatter gradually the understanding of education as mechanism ensuring equality of opportunities and undermine the potentials for conceiving public policies, oriented towards education as a human right.
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The article considers the metaphors of “paper wave,” “paper pressing” and “paper genocide” as reflecting the social realities of the Russian education system, which are nonetheless poorly understood in sociolinguistics and mostly tabooed within respectable Russian academia and top-management. The relevancy and applicability of these metaphors are substantiated as their criteria, social contexts, and basic connotations are specified. “Paper genocide” is analyzed in journalistic and academic contexts as a term that reproduces the most significant aspects of genocide but with a social and non-criminal meaning. “Paper genocide” helps draw attention to the most acute social and managerial problem, a deadlock within the contemporary Russian education system.
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The presented paper deals with the issue of statistical literacy of students of teaching and pedagogical sciences (and within this field of study also in individual study programs). The aim of the paper is to identify the level of statistical literacy of future teachers and compare it in terms of selected indicators (eg gender, age, completed high school, etc.). The methodological tool was a self-designed questionnaire, which consisted of two areas: the first area concerned the acquisition of demographic data and the second part of the questionnaire consisted of knowledge questions related to students' statistical knowledge. The research was attended by 292 respondents from the Faculty of Education of the Catholic University. The basic results of the research include the finding that a higher level of statistical literacy is available to students of teaching in combination compared to students of preschool and elementary pedagogy, male students, older, those who have graduated from high school and a high school diploma in mathematics.
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The following analysis of the eduction area is elaborated according to the fairy tale, it should be beneficial especially for students studying the field of preschool and elementary pedagogy of socially disadvantaged groups. A well-known fairy tale by the author Mária Ďuríčková About Guľek Bombuľek is certainly familiar to all children. I chose it mainly in terms of the comprehensive development of the child's personality in all its aspects. The given analysis is carried out on one fairy tale, because it is an extensive elaboration according to the innovated state educational program from 2016. The aim of the analysis of the mentioned fairy tale is to approach the work with iŠVP 2016 for kindergartens.
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The intellectual history of Europe in the 17th century is characterized by widely shared efforts to reform the knowledge overlapping and agreeing with pansophic efforts to varying degrees – efforts to build unified and systematised knowledge. The interest in the issue of knowledge, description of its current state and the corresponding efforts to systematise the existing findings may be found in the earliest works by Johann Amos Comenius. There he presents wisdom as the most valuable treasure a man can acquire in their life. He believes the wisdom lies in the true knowledge of all existing entities and therefore it includes physical, biological, chemical, geographical, astronomical knowledge, as well as theological, literary, ethical and historical knowledge. Not only was the Pansophism supposed to summarise the existing knowledge but also to complete it to the extent that all other books by man become useless. On the other hand, the purpose of encyclopaedias was to extend the systematic listing of individual disciplines and their findings. While purposes of Comenius’s encyclopaedias are rather utilitarian, later pansophic works pursue more universal objectives. For instance, they promote political unification of Christianity, spreading and realisation of the idea of Irenism. While encyclopaedic works offer overview of individual disparate disciplines, Pansophism seeks to build a system of unified knowledge.
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In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for pre-school, primary and secondary school mathematics classes based on creative drama method, between years 2000-2020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. In the analysis of data, meta-analysis of transaction effectiveness was used. In this study, the effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. According to these findings, the academic success and retention of creative drama method in pre-school and elementary mathematics lessons is wide; it can be said that it affects attitude at a moderate level significantly.
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This study aimed at exploring the factors affecting classroom teachers’ job performance. Maximum variation sampling was used to select the study group. 72 teachers working at primary schools in a province in Eastern Turkey participated in a qualitative dominant mixed-methods study incorporating a qualitative case study and Q methodology. The data obtained through interviews were content-analyzed, and the Q data were analyzed via the PQMethod 2.35 software program. The results indicated that organizational, managerial, and systemic factors had both negative and positive effects on teacher performance. Teachers expressed similar views via the item configurations provided and built up a similar profile about the factors affecting job performance. Besides general professional competencies, students’ readiness level and teachers’ mastery of course content were reported to have impacts on classroom teachers’ job performance.
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This study determined the effectiveness of science infographics in improving academic performance among sixth-grade pupils of Batangas State University ARASOF- Nasugbu Laboratory School. Based on the results of the multiple pre-test and post-tests of 26 pupils, the findings elucidated that the respondents performed significantly better in their post-test. The results implied that infographics were significant in terms of improving academic performance in Science among learners. Additionally, findings revealed that critical thinking skills, recall information, understanding complex information, and organizing information into logical groups may be improved through infographics. Further, infographics were found to improve learners’ability to communicate to others what they have learned, improve presentation skills, acquire teamwork, increase motivation to learn, improve the ability to give and receive feedback, and gain self-confidence to learn and succeed. An infographics paradigm was developed based on the study results to understand further the infographics’potentials in the teaching and learning process.
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Psihologija je nauka koja se jedno vrijeme bavila prvenstveno ličnošću. Danas psihologija nije okrenuta samo pojedincu. Ona proučava grupne procese, proučava moral i etiku koji su u osnovi ljudskog ponašanja i sva druga tangentna područja. Međutim, psihologija grupe, mase, rulje i kolektiva uopšte ostale su na marginama ove nauke. Naravno, bilo je i danas ima ozbiljnih opservacija na tom planu, ali to je još uvijek marginalno. Psihologija mase ili rulje je zanimljiva za one koji proučavaju ratna dešavanja, koji nastoje dokučiti uzroke ratnih zbivanja. U ovom radu autor baca zanimljivo svjetlo na kolektivnu podsvijest, na kolektivno nesvjesno. Polazi od razjašnjavanja pojma podsvijesti pojedinca, a odmah potom razlaže odnos ja i mi-identiteta, odnosno identiteta koji osoba pronalazi u vlastitom etnosu. Dalje razjašnjava zašto neki pojedinci žele da self prekriju mi-identitetom. Ovdje neminovno dolazi do negativnih svojstava mi-identiteta i iznosi ih u tabeli. Sada se pita da li bi škole mogle da se bave negativnim i pozitivnim stranama kolektivno nesvjesnog. Prvo obrazlaže zašto se one ne bave time, a potom daje ideje o tome kako bi trebalo da izgleda škola koja kultiviše pozitivne aspekte kolektivno nesvjesnog.
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U ovom radu razmotrili smo shvatanja pristalica teorije afektivne vezanosti koje se odnose na značaj bliskosti i prihvatanja od strane roditelja za formiranje zdravih mehanizama emocionalne regulacije. Pristalice ove teorije ističu značaj formiranja pozitivnih unutrašnjih introjekata, odnosno ,,radnih modela” sebe i drugih, koji služe za predviđanje međuljudskih interakcija i određuju bazično pozitivnu sliku o sebi i o svetu. Emocionalna regulacija može biti povezana sa afektivnom vezanošću u smislu da afektivna vezanost predstavlja kontekst u kome se emocionalna regulacija razvija. Model koji pruža roditelj omogućava detetu da nauči kako da internalizuje strategije emocionalne regulacije koje se mogu primeniti u drugim socijalnim situacijama. U radu se navode rezultati istraživanja koji ukazuju na pozitivnu povezanost između sigurnosti rane afektivne vezanosti i emocionalne regulacije. Objašnjava se i način na koji sigurna afektivna vezanost dovodi do jačanja sposobnosti regulacije emocija, što unapređuje društvene odnose deteta i socijalnu kompetenciju, koja povratno jača samopoštovanje i pozitivnu sliku o sebi.
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Objectives: Adolescents endeavor to meet their social needs, to be accepted and to develop close friendship relationships. However, quality and close relationships may not always be possible.Identity development may be affected if adolescents cannot be included in social groups and cannot establish quality friendship relationships. This can be caused to false identity of adolescents who have not yet gained the ability to develop a original identity.Methods: The study group consisted of three high schools, determined according to the entrance score of secondary education in Sivas city center and 510 students enrolled in secondary education with general aptitude exams in the 2017-2018 academic year. Social Exclusion Experiences Scale for Adolescents, False Identity Scale for Adolescents and Friendship Quality Scale were used as data collection tools.Results: According to the regression analysis findings, it was observed that false self and acceptance variables predicted significant negligence, which is the sub-dimension of social exclusion variable. It significantly predicts the exclusion sub-dimension of the social exclusion variable of proximity and acceptance variables. Conclusıon: The results of this study will contribute to adolescent identity development and will provide guidance to parents and teachers in order to establish a healthy friendship relations.
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While the new information technologies and the new trends with the development of the economic processes entail the acceleration of globalization, the specific state of the common mind seems to be still far from embracing visions that weren't just global, but based upon mankind's universally shared values, some to find the balance between preserving diversity and adjusting themselves to the universal structures of world economy. Bearing in mind the decisive importance of education to values, the author points out the need for a philosophical approach to present-day world problems, for what characterizes philosophy is the effort to identify unifying principles, to reflect about what unifies and complements things, to discover unity in diversity. Without offering directly applicable solutions, the philosophical approach has positive effects upon increasing the humane quality of the social environment, emphasizing on such feelings as solidarity and responsibility. However, human rights education should be part of any educational undertaking for a high quality education shall involve all sectors of society, which should develop proactive educational policies in partnership with the educational system.
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Education on values is a pedagogic undertaking that aims at developing certain capabilities at an early age, to enable the achievement of values. To educate at an early age does not mean to offer children information when very young, but to gradually train them as soon as they are capable of understanding. Education on values involves setting up targets – the values to be assimilated – and focusing the educational efforts towards the achievement thereof. Traditionally, the types of values society wishes to inoculate the younger generation with have been divided into: material values and spiritual ones, on the one hand, and economic and cultural values and moral and aesthetic values. It is not important how they are classified theoretically, but how they are achieved implicitly. This is so much more difficult that education is facing a crucial moment in our country (and not only here). On the one hand, it is training a generation in a certain educational context, while on the other hand it has to “fight” against the already shaped beliefs of a generation whose education had a different ideal. Considering the traditional approaches on education on cultural values, playing seems to be the most frequent one.
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In all the complexity of the museum study, there is a slight border that deserves all the attention of the researchers: the one of the niche museums. This work starts from the idea according to which the museum becomes a symbol of cultural practice in the contemporary era. In addition to the successful museums that are being built and built in the city, there is a new tendency to transform some spaces into small museums. These, in full process of heritage building, can highlight a series of features and characteristics of a society. Although the main purpose of the museum is to bring the visitor inside, its social, cultural and economic development is not overlooked. It is known that a museum contributes not only to the development of the city's culture, but to the entire cultural spectrum. That is why, a museum, at present, is no longer just an institution that houses objects that belong to the patrimony, it becomes an institution where dialogue is permanently carried on. The purpose of a museum, regardless of its size and invoice, is the transmission of a message, whether it is philosophical, aesthetic, political, moral, historical or scientific.
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