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In the recent years new approaches were created to teach and learn Mathematics. One of them is by using theatre plays with mathematical content. The present paper proposes a scenario of such a play based on linear Diophantine equations.
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The article includes basic concepts of dissertation research in the field of social reflexive anthropology. They are given goal-setting characteristics of entrepreneurship as a key personal expertise in European reference framework for key competences and the European Qualifications Framework. Functions have been used is reflective picture of entrepreneurship as a tool for social inclusion of vulnerable ethnic communities and groups against the National Strategy for Educational Integration of Children and students from Ethnic Minorities (2016 – 2020 – Ministry of Education).
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Children’s communication with the letters, whether anonymous folklore and literature began long before entering primary school. The formation of readers’ personalities seen in more dialogic interaction before literacy, characterized by psycholinguistic transition from talking and listening to graphic code. In fact, oral verbal expression and schooling context just before school and help prepare first readers’ opinions. Interview via text art resembles a comprehensive children’s creativity, which will soon be manifested in written verbal communication. Finally, children’s reading develops and improves both educational and socio-cultural interactions in the school community.
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The application of information and communication technologies (ICT) in education changes the educational role of the teacher. The specifics of the activity of teachers in the application of ICT in education are presented in the article. The emphasis is on the skills that teachers using ICT tools should have and the basic requirements to them.
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The aim is to share the experience of “School Reading” – non-formal education in the first grade. The ambition is to promote children’s reading, including leisure and pleasure. The effects are evidenced by analyzing the survey with students.
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Phonological and phonemic awareness are “key” for “entry” in reading in the first grade. In the light of this understanding a practically tested system of didactic games is presented.
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The study focuses on the basic and significant characteristics of the intellectual growth of 5 and 6 years old children. The aim is to project a strategy for individual and specific work with children, which is a precondition for child’s ability to study successfully at school.
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The article examines documents related to children’s rights. It describes a pedagogical study performed at “Nezabravka” Branch, Tri Kladentsi village with the aim of acquainting Roma children with their rights and responsibilities. With the purpose of gaining knowledge and forming skills in legal education, situations consistent with the ethnical background were devised, whose main task was intercultural education and the building of a tolerant attitude towards differences being a part of diversity, as well as the affirmation of children’s rights in a general cultural perspective.
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Prevention of violence in school in the last few years is exceptionally current problem as well in Europe and in the whole world. The victimological prevention of violence in school is aimed at eliminating and neutralization of the causes and conditions which transform the student into a victim of violence or forcible offense.
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This essay explores the significance of changing styles of interpersonal greetings in Britain in the long eighteenth century (from 1700 to the 1850s). Everyday rituals of hat honour, when men removed their hats and women curtseyed, were increasingly undertaken in a brisker and much less elaborate manner. Yet there was also change within change. A new alternative style of greeting was emerging in the form of the handshake. The urban, social, cultural, and class contexts of such changes are analyzed, pointing to multi-directional historical trends in the intimate rituals of everyday life.
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This article is an attempt to explore and offer new interpretations of the personality and works of the notorious Marquis de Sade. A topical matter, de Sade’s literature is important today, as it was back in the past. His impact has shaped the ideas of several famous philosophers, writers, and public figures. The question on debate here is to what extent this impact has been analyzed correctly from the historical perspective.
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The interest in preserving the immovable heritage in Bulgaria emerges during the Revival period after starting searching and describing archaeological monuments. Moreover, in 1857 a collection of archaeological finds from Pliska and Preslav is established in city of Shoumen. During the next years, various archaeological collections are established. This stays as a prerequisite for creation of archaeological societies in Bulgaria. The first one appears in 1879 in city of Veliko Tarnovo, and during the following years such occure in some other cities in Bulgaria. These societies stay as the basis of preserving the archaeological remains and hence of creating archaeological reserves and museums.
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Memory functions include identification of signals from the surrounding world, their accumulation as memory traces and their retrieving, i.e. remembering the past experience and accumulated knowledge. The term “memory” covers a variety of mental processes. All of this has adjustment significance, because a person starts to live in a familiar environment.
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Marginalised, disadvantaged students find the habitus of western, higher education institutions most unwelcoming. Central to the difficulties, which they experience, is the deficit-based compensatory model of widening participation applied to non-traditional learners. This model is reflected in the “culture of poverty” hypothesis favoured by neo-liberal institutions as the means of “fixing” the problems experienced by learners from disadvantaged backgrounds. Culture of poverty suggests people from lower socio-economic backgrounds share a series of universally consistent values and behaviours and places responsibility for the difficulties, experiences by these individuals, with the individuals themselves and their communities rather than any systemic failings. Dealing with the problems experienced by those on the margins of society requires removing the deficit paradigm and replacing it with an asset-based structure, grounded in critical learning practices.
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One of the developing sectors of education world-wide is the evaluation of teachers. Teachers’ evaluation can contribute to the definition of effective teaching and productivity in schools. Effectiveness and production in schools are something that the educational community is trying to define in a continuous inquiry (e.g. Van Der Werf, Creemers , B. Jong and Klaver, 2000) without coming to a universal consensus, due to cultural differences and the way each educational system operates. It is very important for every country, every educational system and every school, as well as for every classroom to define teacher and teaching effectiveness that is suited to their objectives as this definition can contribute to a more effective teacher evaluation scheme.This article has a purpose to inform researchers as well as teachers for the evaluation system of Cyprus.
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This paper draws attention on how the involvement of stakeholders can enhance school effectiveness. The involvement of stakeholders is a process used to achieve the objectives or goals of the school through planning, organising, leading and controlling all resources such as people, raw materials and capital at the disposal of the school. For the purpose of this article the people being involved include parents, students and teachers because it is recognised that the cooperation of all interested parties in schooling is essential. This article will discuss the stakeholders in education at school level, their role and how the principal should involve them. The involvement of these stakeholders in education by the principal is a vital aspect for school effectiveness.
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Over the past several decades, there has been an extraordinary and a growing body of research that denotes the importance of school climate. This article will examine the concept of school climate. More specifically, this paper aims to shed light on the role that school climate may play in school life and inform leaders how to create a positive school climate in order to increase schools’ effectiveness.
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In reaction to the rapidly changing reality the childcare institutions and educators should respond in the most optimal and creative ways to the emerging demands of the society for pedagogical services - they must find and apply inventive new ways to interact with both the children and their parents. This article examines an effective model for overcoming problems and improving the pedagogic interactions between the family and the childcare institution.
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The current paper outlines the perspectiveness of the goals of stimulating emotional and personally-significant experiences in the context of the effective individualization and differentiation during pedagogical interaction in the kindergarten. It includes presentation on the results of a study involving 127 children aged 3-7 years old in 4 experimental groups (I, II, III, and IV age groups), which prove that individual educational progress has a strong correlation with each child’s well-being, as well as the level of fully-productive involvement of the children in the process of pedagogical interaction.
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