Journal articles on the topic 'Extended school pedagogics'

Situated within the field of inclusive mathematics education, this article presents empirical research from a microethnographic study exploring teacher-student relationships. More specifically, the searchlight was aimed at how math teachers relate to their students when they teach. The classroom study is based on a rich empirical data set collected during a year of field work: video-recorded math lessons, observations and dialogues and interviews in six classes. Four math teachers participated together with 100 students from compulsory school, upper secondary school and schools for children with learning disabilities. Based on a relational perspective on teaching, Pedagogical Relational Teachership, PeRT, (Ljungblad, 2018, 2019) a microanalysis was carried out, about how the teacher’s acknowledgement to students emerged in interpersonal, face-to-face communication. Through a relational turn in mathematics education, exploring interpersonal relationships, an extended relational understanding of situated teaching was acquired. The results illuminated how teachers’ pedagogical tactfulness emerged as a pedagogical fundament in inclusive educational environment. The results also highlighted a moment of specific importance in mathematics education: at that second, when the incalculable (Biesta, 2001, 2007) emerges, the teachers refrain from assessment and, instead, listen and create a space for the students to speak with their unique voices. Over time, such a relational teachership creates trustful and respectful teacher-student relationships.

The article is devoted to the study of the problem of agility development in children of primary school age at physical education classes in extended day groups. The aim of the article is to develop and experimentally substantiate the methodology of developing agility in children of primary school age in groups of extended day by means of moving games. To achieve this goal, the following research methods were used: analysis of scientific and methodological literature, pedagogical observation, testing the level of agility, pedagogical experiment, methods of mathematical statistics. In the process of studying and analyzing the scientific and methodological literature, it has been determined that the additional use of moving games at physical education classes in extended day groups has a positive effect on the development of agility in primary school pupils. Also, the analysis of existing programs and methods for conducting physical education classes in extended day groups showed that they are small and outdated and need scientific justification. For a predetermined and targeted impact on the agility development in primary school pupils at physical education classes in groups of extended day was developed the author’s methodology, which took into account: the content of the school curriculum in physical education for primary school children, age, gender, fitness level, pupils’ desire to attend physical education classes. To experimentally substantiate the developed methodology, a pedagogical experiment was conducted, the results of which indicate the effectiveness of the author’s methodology for the agility development in children of primary school age at physical education classes in extended day groups.

The connection between the school life of students and their home lives is extremely important in today’s world. Learning must be extended beyond the walls and doors of the physical school environment. In order to impress this point upon children, parents must be fully involved in the educational process. When families feel a sense of detachment towards the stakeholders in their child’s learning, a sense of apathy towards school-related items can begin to occur. This must avoided at all costs. JoBeth Allen delves into the various ways that schools, communities, and parents can come together to form an optimal pedagogical environment. Allen places well-developed narratives throughout her book to allow the reader to reflect and understand the complexities that exist within the challenges of forming these vital home-school-community bonds. The ideas contained in Creating Welcoming Schools: A Practical Guide to Home-School Partnerships With Diverse Families are useful for a vast range of age and grade levels, and the recommended strategies can be gradually employed according the comfort and experience level of the individual educator who is implementing them.

This peer review analyzes the monograph published in Ukraine by Professors N. P. Lebedik and V. F. Morgun “The creation of full-time hub school as an educational complex". The work continues the traditions of the graduates of Poltava School of Pedagogy A. S. Makarenko, V. A. Sukhomlinsky, I. A. Zyazyun. The book offers the original variant of the model of an educational complex “A Full-time Boarding School”, and describes the normative legal, organizational-methodological and diagnostic approaches towards creation of such schools. The book is characterized by elaboration of all aspects of the school life: from detailed description of schedule to the options of school menu. The novelty of the proposed model consists in the following: a) the original unchangeable schedule of classes for the school day; b) nonstandard variants of organization of extended activities; c) models of combining different types of educational institutions; d) authorial outlook upon the arrangement of pedagogical activity in the cognate pedagogical systems. Particular attention deserves the proposed comprehensive diagnostics of social maturity of students as the integral indicator of school performance. Special place is held by description of the original health-saving invention of one of the authors – anti-scoliosis desk for either sedentary or standing work.

In Sweden and in Germany, an extensive system of extended education programmes and activities has been established within the last decades. Prototypic examples of this development are school-age educare centres in Sweden and all-day schools in Germany. In this article a bi-national comparison, aiming to find some similarities and differences by means of historical background, current questions of student learning, staff professionalism, and research findings, is presented. It can be shown that, though Swedish school-age educare centres and German all-day schools are based on pedagogical roots reaching back to the end of the 19th and the beginning of the 20th century, their historical developments are quite different. Whilst in Sweden the school-age educare idea became entrenched in the society and the collective beliefs about the necessity of learning outside the classroom, in Germany the all-day school model never prevailed. That only changed in the beginning of the 21st century when PISA showed that the German education system was not performing very well. Based on the different developments over time, both models established different features. With regard to student learning, the Swedish model is more oriented towards fostering creativity and imagination, whilst the German model is more oriented towards curricular learning. One difference concerning the students are that in Germany the all-day school embrace both children and youths up to the end of secondary-II level (up to 18/19 years), in Sweden young people older than 13 years old cannot participate in the school-age educare. In Sweden educators working outside of the classroom are academically trained in quite the same way as classroom teachers, whilst in Germany there is no such common regulation. Based on the more curricular learning centred view in Germany, some large scale effectivity studies were conducted within the last decade. Such comprehensive research programs are lacking in Sweden. We will give a short overview of some main research findings and discuss future research topics.

Despite its rich learning potential, outdoor science activities are challenging to integrate in classroom teaching. Therefore, this paper synthesizes theory, findings and experiences from 20 years of research – and development projects aiming to integrate outdoor teaching in school science, resulting in a pedagogical model called "Extended classroom". Discussing "Extended classroom" in light of related frameworks in the literature, we propose that the "Extended classroom" offers more explicit tools for teachers in designing outdoor science activities that foster opportunities for students to develop deeper learning. In addition, "Extended classroom" seems to facilitate collaboration between classroom teachers and external professionals.

In recent decades, there has been a search for a model of education that allows the participation of all students in the same school space, that is, an inclusive school. Inclusion of students with autism spectrum disorder (ASD) has been a recurring topic and has posed challenges for teachers, families and school management aiming at the participation of these students in the school environment and its pedagogical practices. ASD is currently classified as a neurodevelopmental disorder marked, mainly, by the difficulty of interaction and social communication (APA, 2014). As a result, it is common for students with ASD to present verbal and/or nonverbal communicative deficits. Given the pivotal role communication has in ensuring the socialization and educational inclusion of students with autism, this research seeks to answer the following questions: How does teacher training prepare teachers to help students with ASD? What resources of alternative and/or extended communication (AEC) can enable students with ASD to better communicate with their teachers? In order to answer these questions, the present paper investigates the theoretical and political foundations that regulate the inclusion of students with ASD in regular school, and analyzes teacher training in its relation to promoting their inclusion. Thus, the present paper discusses teacher training for the use of AEC tools in the regular classroom. It is believed that the great challenge teachers face is continuing education of the pedagogical strategies and practices for assisiting students with ASD in their learning processes in the regular classroom. This paper also addresses relevant public policies and the responsibility of the public power to effectively promote education for all, an education that respects the Other as a true Other.

Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

The article considers the problem of constructing the content of pedagogical technology, which enables the implementation of the process of junior pupils’ information and digital competence formation. It is proved that socio-pedagogical communication, which is carried out within the school environment, has a special impact on the child of primary school age, as activities related to learning are leading and gaining importance in the context of the social role of the schoolchildren. The author's definition of pedagogical technology of junior pupils’ information and digital competence formation in the process of social and pedagogical communication is presented. The main forms of work with parents within the framework of pedagogical technology are distinguished: training sessions «Child in the digital world», «How to protect a child from crimes on the Internet»; parent meeting (acquaintance with the basic requirements for information and digital competence of schoolchildren, with the rules of using gadgets at school, discussion of children's achievements, expectations of parents, etc.); conversations (discussion of digital barriers, advantages and disadvantages of global digitalization, the impact of modern digital technologies on the socialization of children, including in the context of social interaction with adults and peers, etc.); consultations. The main forms of realization of pedagogical technology for junior schoolchildren are allocated: class hours in the form of conversation which can include elements of quizzes, competitions, games, etc.; extended day groups, group work (sections, clubs, creative associations); master classes, for example, on creating your own images in the form of drawings and creative processing of finished images (in Paint, Freshpoint); mass school events (thematic evenings, days and weeks), creative group projects; extracurricular activities (visits to cinemas, museums, excursions, etc.).

This paper reports on case studies of four primary school children and their digital practices in Hong Kong. The study explored how the participating children view and represent through digital text in the context of their out-of-school technology use. Understanding how these practices extended into their English language classrooms was explicated based on emerging data. The study results identify six aspects of emerging skills acquired by the children. These skills were not extended into the childrens schoolwork a reflection on the emphasis on uni-modal language learning in the class setting. A detailed examination of the individual skills led to a set of recommendations for curriculum review, suitable pedagogical strategies and classroom learning resources that English Language Educators may utilize to facilitate development of viewing and representing skills through digital text.

The article discusses the tasks and prospects of implementing the state program «Zemstvo teacher», provides the main criteria for competitive selection of candidates, provides statistics on the implementation of the program in certain regions of the country, demonstrating the interest of teachers in the program. The comparative historical and pedagogical analysis of certain provisions of the program «zemstvo teacher» with experience of Zemstvo institutions in the XIX-XX centuries. Special attention is paid to the personality of the Zemstvo teacher, his moral qualities, selflessness, dedication to his work, evidence, historical facts of difficult working conditions and life of teachers are provided. It is noted that despite the low level of equipment in rural schools, lack of textbooks, lack of premises for classes, education was developed in the Russian hinterland, the number of schools and students was increased, educational training was transformed, and there was training in crafts. Examples are given of the fact that the activities of Zemstvo teachers were not limited to teaching subjects in the classroom, but extended to educating the population as a whole, setting up reading rooms, lodging houses, shelters for the destitute, assistance and assistance to the poor. Historical Parallels are illustrated by local examples of school work in the modern Republic of Karelia and the former Olonets province, as proof, excerpts from documentary sources are given, and the views of different authors are compared. In the final part, the author presents the opinions of modern teacherscientists on the need to take into account the historical experience of rural teachers of the past, draws conclusions about the features of the situation of modern rural teachers and their role in the development of rural society. The author emphasizes the need for comprehensive support of a modern zemstvo teacher, the creation of meaningful, sociopsychological, organizational-pedagogical and socio-economic conditions, the organization of support and support services, and the experience of organizing pedagogical communities on the example of the Yaroslavl public organization «Leaders of rural schools».

Purpose of the study: This study determined the research capabilities of public elementary teachers in the Schools Division of Nueva Vizcaya and also to determine the management support extended to them in terms of research support and research environment condition. Methodology: This study employed the descriptive-correlational method. The descriptive method described the characteristics of the respondents, the level of research capabilities and dissemination, and management research support factors. Two hundred eighteen respondents were drawn from the population. A Stratified random sampling method was used to determine samples per stratum. The researchers observed research ethics and protocols during the gathering process. Descriptive-Inferential statistics were used to interpret the data. Main Findings: The study found out that respondents who attained higher educational attainment and attended national training have improved research skills and are more knowledgeable in the research process and dissemination. The respondents are moderately capable in their research capabilities and research dissemination. The level of research capabilities was significantly correlated with educational attainment and training. Research support was inadequate; a favourable research environment was provided. Applications of this study: The findings of the study provide data to the Department of Education to know the factors affecting the research capabilities of public school teachers. The DepEd school heads can come up with a workable plan to enhance research capabilities and manage their resources, policies, time, space, and personnel for maximum effect. Novelty/Originality of this study: The fast trend in instructional technology and innovative approaches and teaching pedagogies, knowledge, and skills in the research of all academic professionals is essential. Conducting research becomes now mandatory in the educational institutions in the Philippines; thus, needs continuous assessment to produce a community of teacher-researchers.

This study is set to assess the practice and challenges faced by TESL students at a local teacher training institute during their first practicum practices at selected Malaysian primary schools. This research is of significant value, as the 17 student- teachers’ experiences need to be made known; the findings on the transitional move from a safe protected college environment into the unknown territory of school surroundings. Each of these trainee-teachers had leapt into the role of a teacher in the 21st century language class. They would each maintain daily and weekly reflective journals throughout their practicum period to document their teaching concerns and the level of confidence they put into their abilities to teach and manage their primary school students. These findings from the questionnaires were reported. The data obtained from the study participants were analyzed qualitatively. The results of the study reveal that:- i) student-teachers have positive perception towards the role of practicum program in promoting their pedagogical skills as well as subject matter knowledge; ii) school mentors failed in providing the necessary support for practicum student-teachers. This research enables to shed more light into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education. Furthermore, these student-teachers could understand themselves better throughout the month extended practicum. The ability to self-monitor and self-appraise themselves are valuable skills to be acquired by these student-teachers for their personal and autonomous and continuous self-assessments to become effective second language teachers.

ResumoEste artigo tem como objetivo discutir a importância de um trabalho pedagógico que contemple a diversidade cultural religiosa nas escolas públicas a partir da experiência e/ou visão de sujeitos candomblecistas. A pesquisa foi realizada num terreiro de Candomblé de Nação Ketu em Caruaru-PE, por meio de entrevistas semiestruturadas, tendo como aporte teórico os estudos pós-coloniais e guiada pelo Método do Caso Alargado. Neste sentido, discutimos a prática pedagógica eurocêntrica presente na formação dos professores, diante da necessidade de se trabalhar com a cultura africana no âmbito escolar. Desta forma, encontramos a importância dos conhecimentos existentes no Candomblé, como fonte de saberes relacionados à cultura africana para o trabalho com a Lei 10.639/03 no âmbito escolar e também como alternativa para minimizar a intolerância religiosa presente contra esta religião na sociedade.Palavras-Chave: Candomblé; Intolerância Religiosa; Educação étnico-racial)Education and religious diversity: where is the knowledge about the African religious tradition in the Law 10.639/03?AbstractThis article has the aim to discuss the importance for a pedagogical work that contemplates the religious cultural diversity in public schools from the experience and/or subject candomblecistas vision. The research was carried out in a yard of Candomblé Ketu nation in Caruaru-PE, through semi-structured interviews, having as theoretical support the post-colonial studies and guided by the Case Method Extended. In this sense, we discuss the Eurocentric pedagogical practice present in the training of teachers, given the need to work with African culture in schools. So, we found out the importance of the existing knowledge in the Candomblé, as a source of African knowledge to work with Law 10,639/03 in the school and also as an alternative to minimize this religious intolerance against this religion in society.Keywords: Candomblé; Religious intolerance; Ethnic-racial education.

AbstractThis article contributes to the literature on street-connectedness and inclusive education, presenting original research findings from two Kenyan studies. Both studies aim to understand street-connected young people’s experiences of education. The first focused on transitioning from the street into education or training, to explore the challenges of making that transition. The second focused on young people who had lived on the street for extended periods of time and were still there at the time of data generation. Both studies generated significant insight into (a) education as motivating initial migrations to the street, (b) the role of fear, embarrassment, and shame in preventing young people from going (back) into formal education, and (c) how acceptance and support are key to overcoming feelings of not belonging and other challenges when transitioning from the street into school. The article provides empirical evidence that should be considered when planning inclusive education provision for street-connected young people globally.

The aim of this article is to examine young people’s narratives about place in the dropout process and how they make sense of everyday practices in social places. Studying young people’s experiences about place can provide insight of how change and continuity can influence decisions and practices. This article is based on preliminary findings from the longitudinal ethnographic study [Name of project] in which 71 youths from the county of Telemark are regularly interviewed. The article presents excerpts from the stories, which give us insight into everyday practices, relationships and experiences from school activities. The French professor, philosopher and sociologist Henri Lefebvre, known to city planners and architects, was also engaged in education and teaching. However, in the Nordic countries, his work has largely been ignored by the pedagogical and educational science. In this article, we want to highlight his critical thinking on education where he introduces pedagogical concepts, principles and mind-sets that might have a significant importance when analyzing the young people’s narratives, trying to understand their everyday practice. The results in this study indicate that young people struggle in different ways with their everyday school practice, social space and the place they grow up, which again influence their endeavors in completing their education. Hence, it is imperative for educators to comprehend the influence the extended meaning of place, space and relationships have on young people’s opportunities to succeed in completing school.

The article reviews the latest pedagogical and methodological works in the context of the problem of organization the distance literary education of modern students, it was determined the methodological basis for further development of methodical systems of using distance learning technologies in the process of studying foreign literature by secondary school pupils. The monitoring of the structure, content and methodical tools of the electronic lesson of foreign literature in the system of distance education in Donetsk region for secondary school pupils from the occupied territories, as well as the advantages and disadvantages of such a format of educational dialogue between the curator and the student were studied. The author's vision for the organization of classes with remote access is offered, recommendations on the construction and implementation of an effective e-lesson were given, and the palette of didactic tools of the modern teacher-translator was extended, the specifics of distance learning was taken into account too.

This paper presents a part of the research developed within the Post Praduate Program in Education of the FCT – UNESP/PRESIDENTE PRUDENTE, in the Municipal Educational System of Araçatuba-SP, with the Elementary School’s Pedagogical Coordinators (CoP) of Full-Time and Complementary Activities Schools. It addressed the conceptions about the training of these professionals and their professional learning processes. As part of the work and data collection an ongoing training course was developed with the CoP’s. In conducting this training process, emerged the interest in knowing the State reality, and two visits were made to state schools with extended hours. Of qualitative approach, the research was developed through bibliographic, documentary and data collection, from a constructive-collaborative perspective (COLE; KNOWLES, 1993), of intervention research. The experience was very rich and allowed to know different realities of the municipal schools, validated as a process that combined challenges, concerns, but, above all, learning.

In language studies, fossilization is associated with the formation of permanent intermediate systems and subsystems. The interlanguage that develops between L1 and L2 (Selinker 1972) becomes embedded, rather than the learner continuing to develop increasing proficiency in the L2. As a language learner remains deficient in the target language (TL), it is important to attempt to mitigate this process and its negative effects. From this perspective, a task of the language teacher is to identify pedagogies which can prevent students from becoming lexically entrenched. In this paper, we advocate dialogic pedagogy as one which can reduce the likelihood of fossilisation occurring and which emphasises collaboration between learners, making their learning experiences meaningful. A core element of dialogic teaching and learning is the role of talk in the classroom in stimulating and advancing students’ learning and understanding. We propose that prioritising the oral component of language learning through dialogic pedagogy can reduce fossilisation because misconceptions do not remain unchallenged and become ingrained. A culture of dialogue in which the voices of all learners and teachers are heard and responded to is one in which learners’ exchanges contribute to extended understanding for all of those taking part in the dialogue.

In this portrait, Maleka Donaldson vividly illustrates how two teachers in real-world, public school settings convey their expectations for kindergarten student performance and set the tone for learning from mistakes and feedback. Research in psychology and education has established the benefits of corrective feedback on learning but has not closely examined how practicing teachers respond to mistakes made by young children during day-to-day instruction. Donaldson draws on extended observations of teacher-student interactions to juxtapose the two contexts and reveal divergent techniques that the participating teachers use to frame mistakes and correct answers during instruction. She compares these variations and considers how each teacher's pedagogical tools could be integrated into a mistake-response toolkit that could fundamentally reshape learning from mistakes for kindergarteners.

The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.

Statement of the problem. The reform of Russian education, which is in demand by the rapid technical development of all branches of production, is associated with the search for opportunities for appropriate changes in its content and methodological aspects. The general education school requires more and more from a teacher, thus creating a certain tension in terms of the growth of professional deficits among teachers. The purpose of the article is to determine the main approaches to identifying professional deficiencies among mathematics teachers, their structure and causes. Methodology (materials and methods). The research methodology consisted of a competence-based approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as a basis for diagnosing professional deficiencies of a mathematics teacher; Federal State Educational Standard of Higher Education in the direction of training “Pedagogical education”, professional standard “Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education)”; module “Discipline training. Mathematics”, the requirements of the Federal State Educational Standard for the mathematical training of secondary school students. Research results. The composition of professional deficits among mathematics teachers was revealed and substantiated: discipline-wise, methodological and general pedagogical competencies. The main causes for the emergence of professional deficits among mathematics teachers are formulated: shortcomings of professional training at the university; inconsistency of terms in the requirements for professional competence in the Federal State Educational Standards and the Professional Teacher Standard; overestimated requirements of the employer in terms of the workload; insufficient dissemination of experience obtained from individual advanced training of a mathematics teacher. Conclusion. The approach proposed in the article to structuring the professional deficits among mathematics teachers and describing the complex of causes for their occurrence can be extended to the study of professional teacher deficits in other subject areas.

AbstractIn this research project the concept of the contact zone is being extended to the field of school encounters, where the subjects in interactions are confronted with „the other“. Here, the contact zone is not restricted to be of colonial relatedness but focuses the power relations when dealing with one′s own and other′s types of perception and action. The clash with unfamiliar cultural influences can be categorized as a contact zone, if the situation is characterized by an uncommon or extraordinary interaction form. Thus the subjects are not entirely foreign to each other. Still the metaphor of the contact zone might be productive for the empirical field of interpreting practices in which pedagogical differences or confronting orientations emerge rather performatively in a way not planned didactically.

AbstractThe article deals with the issue of educational preconditions of gender education formation and development in Canadian secondary schools. On the basis of conducted scientific and pedagogical literature analysis it has been determined that gender education has undergone three main stages and is currently developing during its fourth, modern period.The research is focused on different aspects of gender education in Canadian schools, namely the objectives, principles, methods, content and means. The transformation dynamics of the aforementioned gender education dimensions at each stage has been examined. It has been concluded that the objectives of gender education in Canadian secondary schools have considerably evolved since 1960’s; the methods and means of teaching students about gender have become more versatile and relevant to the requirements of the present-day informational technology society; the content of gender education has extended its scope. The provision of gender education in secondary educational establishments in Canada has transformed from a haphazard “add women and stir” approach to a more consistent manner, which demands availability of certain policies (gender equity policy, anti-discrimination policy, safe schools policy) and codes of conduct in action at schools; integration of gender equity issues into different subject courses across the curriculum, as well as introducing separate fully-fledged courses, like “Women’s Studies”, “Men’s Studies”, “Gender Studies”.

In this paper I explore the extent to which two approaches to the social formation of mind are compatible and may be used to enrich and extend each other. These are: Activity Theory (AT) as derived from the work of the early Russian psychologists, Vygotsky and Leontiev, and the work of the sociologist Basil Bernstein. The purpose is to show how Bernstein provides a language of description which allows Vygotsky’s account of social formation of mind to be extended and enhanced through an understanding of the sociological processes which form specific modalities of pedagogic practice and their specialized scientific concepts. The two approaches engage with a common theme namely the social shaping of consciousness, from different perspectives and yet as Bernstein acknowledges both develop many of their core assumptions from the work of Marx and the French school of early twentieth century sociology. The work of the Russian linguist is also be used to further nuance the argument applied in multiagency settings.

AbstractIn most public education in the western world the existence of a standardized language variety is still regarded as a precondition of teaching writing. This stance generates a problem in situations where no standardized variety matches the children’s home language practices and no traditions of an extended and standardised literacy exist. Roma students in Hungary have to acquire writing skills in the majority language (Hungarian), since the teaching of writing cannot rely on a standardized Romani language. In this way, school writing activities seem unrelated to the local discoursal practices of their own community. This puts Romani-speaking children at a disadvantage in learning to write, and reduces their chances of academic success. This paper reports on an ongoing project in Tiszavasvári, Hungary, designed to offer an alternative to approaches that wish to eliminate the disadvantages of Roma students by creating a standardized language. It explores the possibility of applying a translanguaging approach to the teaching of writing, arguing that if teachers allow students to draw on their local Romani-bounded non-standardised language practices, including the grassroots literacy activities occurring in the community, their general writing skills can be improved. For this to happen, teachers must be trained in translanguaging pedagogy, so that they can transcend the boundaries staked out by monolingual ideologies. The hitherto prevailing view that posits an indissoluble connection between standard, school and writing should be set aside. It should also be realized that general linguistic competences can, and should, be separated from language-specific competences. A key endeavour of the Tiszavasvári project has been to convert teachers to the translanguaging stance, and some promising signs can be reported. The introduction of local translanguaging practices into the teaching of writing fostered new learning practices among the students and began to change the pedagogical stance of teachers participating in the project.

Over the past 20 years there have been numerous calls in Australia and beyond for extensive educational reforms to preservice teacher education in the sciences. Recommendations for science teacher education programs to integrate curriculum, instruction and assessment are at the forefront of such reforms. In this paper, we describe our scholarly action–research approach to the teaching of science and science–method subjects to Australian preservice primary-school teachers in the state of New South Wales. We present an interactive educational design model founded on a solid theoretical literature base that incorporates Pedagogical Content Knowledge as an integrative mediating framework and which drives students’ interactions with the elements of the design model. The results from our mixed-methods study suggest that the approaches adopted through two extended vignettes show significant increases in preservice teachers’ competence and confidence. Together, the qualitative and extensive quantitative data suggest participants obtain a newly developed sense of enthusiasm for science and an understanding of the role that it can play in the primary- school curriculum. The data provide strong evidence that the approaches being called for in some of the earlier reforms and most recently by Bybee (2014) are effective

Purpose Within the context of business school education, the purpose of this paper is to propose a conceptual foundation in making academic knowledge more relevant to managerial practice through the use an off-shoot of pragmatist philosophy, Bridgman’s “operationalism,” in order to integrate theoretical knowledge with managerial experience. Design/methodology/approach Drawing on practice theory and Dewey’s theory of education, the paper argues that the operationalization of concepts into a set of actions brings theory closer to experience. An example from decision making during the Second World War illustrates the approach. Findings Facing future uncertainty, managerial practice strives to achieve goals in particular contexts. Knowledge is prospectively useful in situ when it is a source of fertile suggestion in perplexing situations. By presenting concepts as actions, students should find it easier to develop cognitive skills that can combine experience and knowledge for addressing novel decision-making situations. Research limitations/implications The research presents an application to decision making. More research is needed to determine how the approach can be extended into other domains of business education. Empirical testing of the effectiveness of the proposed method in different contexts may explicate how the method can be implemented, developed and improved further. Originality/value The debate on how to educate future business leaders has addressed concerns over the relevance of abstract knowledge, business practices, legitimacy and professionalism. It has also been marked by a lack of prescription for improving business school education. The current paper addresses this lack and will facilitate the development of teaching pedagogies that are more relevant to managerial practice in business education by providing a solid theoretical foundation.

Abstract This research is found within the framework of the issue of University Quality. It was carried out using a sample of subjects from 6 different university schools in Argentina who extended their studies (1985-2004). The objective was to determine the factors underlying this extension. The methodology used was quantitative qualitative. The model integrates base variables, pedagogical-institutional variables, structural variables, organizational variables, and psychosocial variables. Among the latter, we focus on Cooperation - nucleus of Resilience - in relation to university success (US), taking into account that cooperation is a social/collective competence which is highly valued in the new organizational models looking toward student success (PISA, 2015; OECD 2018). The results show the impact of this factor on achievement, as well as the importance of building collective competencies.

The current article deals with the urgent problems of introducing such educational discipline as "Educational robotics" into the curriculum of educational institutions. The article also considers the necessity of special training of pre-service teachers of informatics for teaching educational robotics at school and inclusion of a number of specialized educational disciplines, such as "Educational Informatics", "Robotics", "Hardware programming of microcontrollers" into their professional training. Moreover, the text of the article depicts the results of the diagnostic experiment started in 2013 on the basis of the South Ukrainian National Pedagogical University named after K. D. Ushynsky (Odessa, Ukraine) within the framework of the discipline "Programming of microcontrollers". The aforementioned course is taught for students of full-time and parttime studying in the specialty "Secondary Education (Computer Science)". The article highlights the positive aspects of the influence of teaching educational robotics at school and during professional training of pre-service teachers of informatics. In addition, the text highlights the experience of participating in the "Build Your Own AVR JTAG ICE Clone" project, which had been devoted to the study of the AVR JTAG controller. In the framework of the project participants were asked to explore the possibility of simplifying the architecture of this controller. While working on project implementation, we were given the task of making it easier to create an in-circuit debugger. The results of participation in this project were extended and continued in the framework of scientific degree work of students in the scientific direction "014 Secondary Education (Informatics)". According to the goals and objectives of the international project, taking into account the experience of working on the project "Build Your Own AVR JTAG ICE clone", the experience of cooperation with the NANITES Group and taking into account own pedagogical and methodological experience in accordance with the training needs and market demand in the framework of MoPED: Modernization of Pedagogical Higher Education by Innovative Teaching Instruments 586098-EPP-1-2017-1-UA-EPPKA2-CBHE-JP implementation we have created a program of educational discipline "Educational Robotics" which structure is described in the article.

Innovative computer use enables the strengthening and transformation of teaching practice. Notwithstanding, numerous studies have indicated that teachers do not use computers in teaching mathematics to a sufficient extent. This study was aimed at exploring the reasons for insufficient computer use by teachers, i.e. at examining the variables which may affect the acceptance of innovative computer use in teaching mathematics. Hence, the intention to use computers in teaching mathematics in primary school was explored on the sample of 455 pre-service class teachers and mathematics teachers from Serbia. The technology acceptance model was extended by external variables and the following were observed as the predictors of intention to use computers in teaching mathematics: students? attitudes towards computers, their perception of usefulness of computers in teaching mathematics, perceived ease of use, technological pedagogical content knowledge in mathematics, experience with use, subjective norms, technological complexity and content knowledge in mathematics. Structural equation modelling has shown that the proposed model had a good fit and that the selected variables were significant predictors of the intention to use computers. The proposed model explained 23.7% of variance in the intention to use computers. It has been shown that the intention to use computers is directly predicted by dominant technological pedagogical content knowledge in mathematics, students? attitudes towards computers and their experience, while it is indirectly predicted by perceived usefulness, subjective norm, technological complexity and content knowledge in mathematics. In accordance with the presented findings, the final part provides recommendations that may be beneficial for advancing the education of pre-service class teachers and mathematics teachers.

Motivation, undoubtedly, plays a very crucial role in any learning process including second and foreign language learning. Such cruciality positions the maintaining and motivation raising in the integral part of learning and more so in the currently growing and more technologically advanced learning environments. This paper conceptually discussed the motivation raising strategies which have been employed toward English as second language (ESL) learners in two different dimensions, which are those strategies which depend on the role of an ESL teacher (i.e. pedagogical and material selection) and those which do not (i.e. parents, school institutions, media, and gender difference). Despite the existence of other external factors, we argue that teacher plays the decisive role on ESL learners’ motivation. From the critical review and more extended discussion, it is found that teacher’s awareness toward the cruciality of students’ motivation influences the strategies used by the teachers in order to raise motivation. The paper also re-emphasises the urgent needs for a more learner-centred learning as it is believed to have positive impact for learners’ motivation. This paper concludes by highlighting the significant contributions of the insights discussed within this study, especially for ESL teaching practitioners.

The purpose of this study was to examine the occupational identity development of undergraduate music education majors as they participated in a yearlong authentic context learning (ACL) experience situated within a professional development school (PDS). Five undergraduate music education majors enrolled in either a string pedagogy class or an instrumental methods class were required to teach in the band or string projects at the PDS. The authors utilized a multiple case study method and collected data from interviews, observations, and participant written reflections. The transformation of data included transcribing interviews and indexing student reflections. The authors identified four emergent themes: the development of general pedagogical knowledge, knowledge of self, performer/teacher symbiotic outcomes, and professional perspectives. The impact of the perceived positive or negative ACL experiences as well as interactions with peers was mediated by either adaptive or maladaptive participant responses to ACL experiences. Participants’ descriptions fit the framework of an extended apprenticeship of what the authors labeled a critical apprenticeship of observation. Based on these findings, they developed a conceptual diagram in order to describe the impact of the ACL experiences on teacher occupational identity development.

We point out the importance of working on the correct articulation of sounds and analyze the representation of orthoepy in the curricular contents for the subject Serbian Language in the lower grades of primary school. The results of the content analysis show that the importance of a continuous work on the correct articulation of sounds has not been recognized in the new curricula. The work on the pronunciation of sounds is included only in the curriculum for the first grade. A comparative analysis of the old (2004, 2005, 2006) and new curricula (2017, 2018, 2019) has shown that the reform rejected all the contents that continuously extended the work on the pronunciation of sounds until the fourth grade. The state of the pronunciation norm in practice, confirmed by the research results, indicates numerous problems of atypical articulation that is not organic in nature. Therefore, the pedagogical implications are that the changes of and/or additions to the content of orthoepy related to the pronunciation of sounds should be included in the mother tongue curricula for the lower grades of primary school and made operational through outcomes as the functional knowledge of the pronunciation norm. These are the contents that were represented in the curricula before the reform, and they refer to the pronunciation of affricates (č, ć, dž, đ) and fricatives (h) in the third and fourth grades. This would enable continuity in the work of the practitioners which is necessary to correct the mistakes in the pronunciation of sounds that are not organic in nature and to strengthen the correct articulation.

Uno de los problemas más apremiantes en el proceso pedagógico de la educación especial es la integración social de los egresados. Problemática que repercute en las escuelas especiales del municipio de Urbano Noris, provincia Holguín, por lo que el objetivo de la presente investigación es proponer una concepción teórica- metodológica para desarrollar el trabajo comunitario por parte de la escuela especial que favorece la integración social de egresados con retraso mental leve. La escuela especial tiene el encargo social de centralizar y dirigir las influencias educativas intencionales que caracterizan sus funciones de carácter profesional y especializado dentro de la formación de la personalidad de niños, adolescentes y jóvenes, que puede incluso extenderse directo o indirectamente a los adultos y a la comunidad. Para que la escuela especial pueda cumplir de manera óptima su propósito de socializar y entrenar a los educandos, en la responsabilidad social de manera que puedan vivir en una sociedad auténtica y democrática, requiere mayor flexibilidad y capacidad en la realización de sus proyectos educativos más allá de sus muros; respondiendo a las exigencias del trabajo comunitario integrado. La construcción de estos proyectos educativos debe tener un carácter colectivo y mediacional donde prime la orientación socio comunitaria para estimular el desarrollo de las potencialidades creativas de los alumnos con énfasis en los egresados en función de la integración social plena. PALABRAS CLAVE: Mediación social; retraso mental leve; trabajo comunitario integrado; orientación sociocomunitaria; integración social. THE INTEGRATED COMMUNITY WORK THAT IT DEVELOPS THE SPECIAL SCHOOL: A ROAD TO FAVOR THE SOCIAL INTEGRATION OF GRADUATED FROM THE EDUCATION SPECIAL WITH LIGHT MENTAL DELAY ABSTRACT One of the most urgent problems in the pedagogic process of the special education is the social integration of the graduated from the education special. Problematic that rebounds in the special schools of the municipality of Urbano Noris, county Holguín, for what the objective of the present investigation is to propose a theoretical conception - methodological to develop the community work on the part of the special school that favors the social integration of graduated from the education special with light mental delay. The special school has the social task to centralize and lead the intentional educative influences that characterize its professional and specialized functions in the formation of the personality of children, adolescents and young people and this function could even be extended direct or indirectly to adults and to the community. In order to fulfill its purposes rightly to socialize and train the students in the social responsibility so that they could live in a democratic society the so called Special School requires a greater flexibility and capacity in the realization of its educative projects in such a way that it could answer to the requirement of the Integrated Communitarian Work. The elaboration of these educative projects should has a collective nature centered in the sociocommunitarian orientation to encourage the development of the creative potentialities of the students in function to the plain social integration. KEYWORDS: Social mediation; light mental delay; integrated communitarian work; social mediation, socio-communitarian orientation; social integration.

Abstract A current issue in L2 reading research is whether extensive reading promotes vocabulary development. This study examined vocabulary acquisition in uninstructed silent reading of a short story with and without a vocabulary list followed by a story rewriting task. Time constraints of a public school setting prevented an extended period of study required for extensive reading research, but vocabulary learning strategies and outcomes of this study are applicable to extensive reading. This study also explored Hinkel’s (2006) recommendation to modify the goal of extensive reading programs to meet the pedagogical ideal of integrated skills learning, that is, reading and vocabulary learning. Questioning the traditional goal of extensive reading to read relatively quickly for general ideas, Hinkel (2006) also proposes that it should draw learner attention to some aspect of language such as vocabulary. Similarly, Nation (2005) emphasizes need for deliberate vocabulary learning in extensive reading which should form a substantial and obligatory part of language courses (p.15). Due to the assumption that uninstructed sustained silent reading encourages students to read widely, I will refer to research on “extensive reading,” using Hinkel’s (2006) and Day, Omura, and Hiramatsu’s (1991) operational definition of sustained silent reading as extensive reading for pleasure over time.

This paper describes a review of the research developed on the English Language Teaching Practicum (ELTP) as part of a doctoral study on the senses of the ELTP through the experiences and interrelations of the English language teaching practicum community (ELTPC): preservice teachers (PTs), school and university mentors, (SMs-UMs [1]) in the Colombian context. In the first part, the paper situates the ELTP in Initial Language Teacher Education (ILET) and elaborates on the contributions Colombian English Language scholars have made in regard to the ELTP. This review portrays instructional processes, reflective approaches, beliefs, expectations and dichotomies, identity construction, and research as a central axis in ELTP core tendencies. The majority of the studies continue to invisibilize the three-voiced experiences of those subjects who live the ELTP. In the second part, the paper discusses pedagogical colonialism in English Language Teaching (ELT) extended to the ELTP as a static-limited conceptualization that normalizes ELTP. From a decolonial standpoint, I would affirm that understanding the senses of the ELTP through the experiences and interrelations of pre-service teachers, school, and university mentors might contribute to questioning the hegemonic views rooted in epistemic perspectives of the Global North that have dominated the ELT field and therefore the ELTP. Furthermore, we can comprehend the holistic formation processes that pre-service teachers go through with their SMs and UMs to envision different ways of being, doing, and thinking about the plurals and particularities of the ELTP. [1] These terms are used in this paper to address cooperating teachers and university advisors, which have been traditionally named in the literature.

A fines de la década de los años 70 del siglo XX, se percibieron los primeros síntomas de las mudanzas a las que fue sometida la escuela de la modernidad. Estas variaciones fueron usadas como pretexto para exponer un profundo cambio que la época develada, la educación de masas, explosión demográfica, entre otras. La reforma estatal más importante, omnipresente, amplia y extendida de todas las épocas es la vinculación a la escuela de las dificultades propias de la economía, el Estado y las organizaciones. En los últimos treinta años se han configurado las subjetividades más complejas presentes en la historia de la escuela, donde el más crudo de los individualismos colonizó este espacio. Las anteriores mutaciones parecieran pertenecer al género de obviedades que no es preciso explicar, pues “los cambios son porque están”. De ahí que se requiera, desde miradas históricas y pedagógicas, comprender la génesis de estos cambios que determinaron el formato de la escuela contemporánea. Desde miradas genealógicas arqueológicas para futuras revisiones, este documento dará algunas pistas sobre el giro de la escuela dentro del consenso transcultural adherido a la educación de masas y sobre la creación de un dispositivo de control social del mundo escolar a través de las disciplinas escolares.Palabras clave: escuela, cambios, historia, crítica.AbstractIn the late 70s of the twentieth century, the first signs of the changes to which the School of modernity was brought under are perceived. These variations were used as a pretext to expose an existing deep change that stood out above others: education to the masses. The most important, pervasive, widespread and extensive state reform of all ages is the link to the school of the own difficulties of the economy, the State and organizations. In the last thirty years, the most complex subjectivities present in the history of the school have been set up, the crudest model of individualism colonized this space. The previous mutations seem to belong to the genre of truism that is not necessary to explain: “The changes are because they are”. Hence, it is required from historical and pedagogical understanding the genesis of these changes that determined the format of the contemporary school. From archaeological genealogical looks for future reviews, this document will give some clues about the shift of the school in the transcultural consensus adhered to the education to the masses, and the creation of a device for social control of the school system through school subjects.Keywords: school, changes, history, criticism.

This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students’ language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequent in SFI classrooms, there seem to be reasons for the development of teaching practices that include more frequent use of interaction in small groups that offer students more space for interaction. We also see a need for developing more culture-sensitive pedagogies and making more space for the multilingual negotiation of meaning.

Virtual and Distance Learning are certainly not disruptive technologies, but rather a trend in contemporary education. However, the potential of new mobile technologies, and the openness to new pedagogies associated with them, is enabling teaching professionals to design learning instances that could truly disrupt traditional schooling (Agarwal, 2013). Societal changes such as the rise of the knowledge society and disintermediation of education (Prince, 2014) demand a learning ecosystem where learners can create their own opportunities to develop life-skills and problem solve (Hannon, Patton & Temperley, 2011). This means that learners should be given the opportunity to be their own agents of learning and build collaborative networks with both instructors and peers. However, secondary school education is still organised around students’ attainment and standardised testing, where curriculum normalisation demands supersede student-centeredness (Leadbeater, 2005). This paradigm-clash together with some limitations on teachers’ digital capabilities or/and the organizational constraints on the adoption of technology challenges the full implementation of ICT as a neural network that could enable full-personalisation and, therefore, a deep learning ecosystem. Digital technologies can no longer be considered a simple tool to access, organise and communicate information. At its lowest denomination, technology becomes a constitutive structure “which partly constitutes the things to which is applied” (Van der Hoven, 2006, p68), and acts as a medium that both impacts on the way we explore reality and mediates its understanding (Carr, 2011; Cardinali et. al; 2009; Doidge, 2007; Kurtweil, 2005, quoted by White, 2011). At its highest denomination, technology can be understood from the perspective of sociomateriality, where material means are “constitutive of both activities and identities” (Orlikowski & Scott, 2008, p 455). From the perspective of the Extended Mind Theory (Clark & Chalmers, 1998) humans and tools can work together as a functional organ, blurring the boundaries between human and technology (Hannon, 2018). Technologies are not the only medium capable of enabling deep learning, since “learning is not only the development of the fundamental competencies [but] also developing the personal, interpersonal and cognitive capabilities that allow one to diagnose what is going on in the complex, constantly shifting human and technical context of real-world practice and then match an appropriate response.” (Fullan & Scott, 2014, p4.). However, it would be naive to disregard the impact that emerging technologies are having not only on pedagogy, but also, on the economic and political pressures being transferred into secondary schools (Bolstad et al.,2012. p1). The aim of my research is to inquire into the tools that high-achieving senior secondary school learners are using to interact with digital texts in order to (a) structure their learning [organising]; (b) articulating the "external mind" [signposting] and (c) representing mental processes [synthesising] and its intersection with Biesta’s (2010) notion of the dimensions of Education from the perspective of Complexity and ANT (actor-network) theory.

The purpose of this study is to reveal violence that students are exposed and students’ responses against violence according to their school levels. In this context, it has been searched for answers related to in which school level students are exposed to violence the most, the gender of teachers that engage in violence, the types of violence that students are exposed the most and what students’ responses against violence in school level are. This research was carried out using general screening model. The sample of this research consists of 615 voluntary students that took education of pedagogical proficiency in Ondokuz Mayıs University, Faculty of Education in 2015-2016 Academic year. Four surveys developed by researcher and prepared with expert opinion were used to obtain data. When examined the findings of this research, it can be seen that violence exists in the first five years of primary education the most while it exists in higher education the least. The other finding is that male teachers engage in much more violence to their students. Hitting hands with a stick, slapping face, pulling ear, hitting fingers with a ruler and standing on one foot are emerged as types of violence. Students exhibit behaviors as keeping silent, adopting negative attitude, being uninterested in lessons, sulking, being disrespectful, showing grudge or hatred against violence. Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetYapılan çalışmanın amacı, okul düzeylerine göre öğrencilerin yaşadıkları şiddet ve bu şiddete karşı gösterdikleri tepkilerin neler olduğunu ortaya koymaktır. Bu kapsamda, öğrencilerin şiddeti en çok yaşadıkları eğitim düzeyinin, şiddet uygulayan öğretmenlerin cinsiyetinin, en çok uğranılan şiddet türünün ve uygulanan şiddete karşı okul düzeyinde gösterilen tepkilerin neler olduğuna ilişkin sorulara yanıt aranmıştır. Araştırmada tarama modeli kullanılmıştır. Araştırmanın örneklemini, 2015-2016 eğitim öğretim yılında Ondokuz Mayıs Üniversitesi Eğitim Fakültesi bünyesinde yapılan pedagojik formasyon eğitimi alan 615 öğrenci oluşturmaktadır. Araştırmada araştırmacı tarafından geliştirilen ve uzman görüşü alınarak hazırlanan 4 anket kullanılmıştır. Bulgularına bakıldığında: En çok şiddet ilköğretimin ilk 5 yılında, en az şiddet yükseköğretim düzeyinde yaşanmıştır. Erkek öğretmenlerin daha çok şiddet uyguladığı görülmektedir. Şiddet türü olarak, ele sopayla vurma, yüze tokat atma, kulak çekme, cetvelle parmak uçlarına vurma, tek ayaküstünde durdurmanın uygulandığı görülmektedir. Öğrenciler şiddete karşı, sessiz kalma, olumsuz tavır takınma, derse ilgisiz kalma, küsme, saygı göstermeme, kin ve nefret gösterme davranışlarında bulunmuşlardır.

The aim of the study is to analyze the methods of multicultural training in US higher school. Theoretical research methods have been used as well as pedagogical and historic methods. The stages of formation and development of multicultural education in the USA are the following: stage I – from the 20’s to the first half of the 50’s of the 20th century; stage II – the mid-50’s to the early 80’s; stage III – the beginning of the 80’s to the present day. At present, multicultural education in the USA has the status of state educational policy, which is enshrined in law. National Association for Multicultural Education was established in 1990, later various higher education institutions with multicultural research centers. Multicultural training in higher education includes a variety of learning technologies (problem-based learning, personality-oriented technology, technology of group learning activities, learning technology as research, interactive, information technology, technology of concentrated learning, portfolio technology, etc.), methods (game methods, project method, case method, transition registers, trainings (attributive, intercultural, cultural assimilator), forms (traditional lecture, lecture for two, lecture in the press-conference format, discussion-style seminar, report-format seminar, seminar in the format of extended talk, excursions, tutorials, etc.). Training of specialists for intercultural interaction is carried both in the process of classroom studies, also during practice, independent work, participation in scientific research, various extracurricular professionally-oriented educational activities. Special attention is paid to the analysis of game methods and their important role in multicultural training of teachers, social workers and other specialists.

The article is devoted to improving the lecture methods of the discipline «Methods of scientific research in tourism» for bachelors of the direction «Tourism». According to the requirements of Federal state educational standard the bachelor student must prepare for several types of activities that are in demand in the profession, including research. The study of such subjects as «Methods of scientific research in tourism» plays a special role. The discipline acquaints students with the possible directions and forms of scientific research in the field of tourism, the methodology of scientific research. In the framework of the lessons, they clarify the requirements for registration of results of scientific research. Changes in the content of competencies that the graduate must possess require and update pedagogical approaches to the learning process. The theoretical material of the course «research Methods in tourism» that is difficult to understand, is advisable to be applied in various forms of traditional and interactive classroom teaching,, such as lecture-debate, lecture-discussion. They should pay special attention to the methods and principles of collecting scientific information. Material on the methods of scientific cognition that is difficult for perception and learning, is necessary to be extended and consolidated in practical classes (seminars) that can have an independent subject or be a continuation of the lecture course and aim to consolidate already known material. In General, methods of classes at the higher school in the framework of the discipline «Methods of scientific research in tourism» focuses on fulfilling the objectives of the Federal state educational standard, that involves the development of new forms and methods of classroom work.

Aim/Purpose: The purpose of the current study is to explore positive and negative aspects of student-teacher communication via Facebook, as perceived by students in secondary education. Background: Student-teacher relationship is key to students’ cognitive, social and emotional development. In recent years, as social networking sites (e.g., Facebook) became popular, these connections have extended to such platforms. However, most studies of the use of social networking sites in the school context are pedagogically-driven, and research on the ways student-teacher relationship is facilitated by these platforms is meager. Methodology: We utilized a qualitative approach, analyzing middle- and high-school students’ responses to open-ended questions about this topic (N=667). We used both top-down and bottom-up analyses. Contribution: This study contributes to the growing literature about the overall impact of using social networking sites on the educational milieu. Specifically, it contributes by shedding light on students’ perspectives of that phenomenon. Insights from this study are important for educators and education policy makers. Findings: We found that student-teacher communication is mostly practical, although students who are not connected de facto but wish to connect romanticize it as more appealing. Furthermore, we found that students’ perceptions of negative aspects of such communication is complex, reflecting a deep understanding of the social media. Students were mostly concerned with privacy issues, and much less with other pedagogical, technological and social concerns. Altogether, it seems that the students acknowledge the benefits of connecting with their teachers online and implement this communication rather responsibly. Recommendations for Practitioners: We recommend that educators who wish to do so wisely use social networking sites and instant messaging services as part of their professional conduct, taking advantage of the benefits of using these platforms, and being aware of (and cautious about) potential drawbacks. We encourage educators to learn more about the potential uses of social networking sites and instant messaging services, and then to examine whether these uses may fit their educational agenda. We recommend education policymakers make evidence-based decisions regarding the use of social networking sites by teachers and encourage school communities to discuss these issues together. Recommendation for Researchers: As technology develops rapidly, we recommend researchers examine the topics raised in the current research with regards to other platforms, in order to better understand the technological aspects that may affect students’ perceptions of the use of social networking sites and instant messaging services to communicate with their students. We also recommend studying what types of resources are available to education policymakers when making decisions on relevant policies. Impact on Society: Understanding teens’ perspectives of their relationship with their teachers in today’s digital, networked world gives us a better understanding of this generation, hence may assist in planning and realizing a better educational system. Future Research: Future studies should focus on other social networking sites and instant messaging services, as well as on other countries and cultures.

No momento atual, o crescimento da Educação a Distância (EaD) atende outros direcionamentos. A oferta, que tinha forte vinculação somente com o ensino, passa a se estender à pesquisa e à extensão. As universidades públicas e privadas começam a investir em pesquisa com aluno de EaD e inserir programas de iniciação científica nesta modalidade. Nos cursos de formação de professores na EaD essa tendência tende a ser mais presente e apontam para a necessidade de fortalecimento. As questões aqui apontadas decorrem de um recorte do projeto de Pesquisa: “Professor seu lugar é aqui EaD: estudos mediados pelas tecnologias sobre a formação, trabalho e práticas pedagógicas no espaço escolar”. O recorte apresentado recai sobre a descrição de como foram realizadas as atividades com os alunos de Iniciação Científica matriculados nos cursos de Licenciatura EaD da Unopar. É importante salientar que o atendimento ao estudante de iniciação cientifica EaD foi realizado por meio das tecnologias da informação e da comunicação, via AVA, sendo acompanhado por professores doutores e alunos do Mestrado em Ensino da Universidade. As discussões apresentadas demonstram o ineditismo de ações de Iniciação Científica no Ensino a Distância e apontam para caminhos possíveis para se expandir e consolidar este processo na EaD.Palavras chaves: Iniciação Científica. Modalidade Ensino a Distância. Formação Inicial de Professores.AbstractNowadays, the growth of distance education (EAD) serves other directions. The offer that had a strong connection only with teaching began to be extended to research and extension. Public and private universities begin to invest in research with EaD students and to introduce scientific initiation programs in this modality. In teacher training courses in EaD this trend tends to be more present and point to the need for strengthening. The questions mentioned in the study herein derive from a cut-off of the research project “Professor seu lugar é Aqui Ead”: studies mediated by technologies on training, work and pedagogical practices in the school space”. The cut-off exhibited , falls on the description of how the activities were carried out with the students of Scientific Initiation enrolled in the courses of Bachelor Degree EADS of Unopar. It is important to point out that the service to the scientific initiation student EaD was carried out through the information and communication technologies, via AVA, being followed up by professors doctors and students of the Master’s degree Teaching of the University. The discussions presented demonstrate the novelty of Scientific Initiation actions in Distance Learning and point to possible ways to expand and consolidate this process in EaD.Keywords: Scientific Initiation. Distance Learning Modality. Initial Teacher’s Training.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. 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In this study, we examined student teachers’ learning during their teaching placement period in Finland and South Africa. The setting of the inquiry in both countries was a ‘teaching’ school, affiliated to a university teacher education programme. The teaching school is also referred to as an educational innovation that was transferred from the Finnish context to the South African context. Data were collected through an interview protocol. The findings show that the students, like many of their counterparts in different parts of the world, focused on teaching tools and methods as well as classroom management as a gateway to their teaching career. The extended teaching placement period at both the university teaching schools was expected to yield some findings about the intersection of teaching practice and its supporting theories because of the close collaboration of the schools and the universities. Some of the findings satisfied this expectation while other parts did not, confirming that initial teacher education may be regarded as a platform for learning to be teachers, but it has its own limits even in a pedagogical ‘laboratory’. The transfer of the educational innovation was regarded as successful.

This paper uses critical pedagogy as a framework to critique existing music curricula in the Ontario public education system, proposing an alternative model of music pedagogy that incorporates improvisation and so-called ‘extended techniques’ in the classroom with a view of encouraging students to develop their own forms of creative expression through individual discovery of sound and environment. It investigates pedagogical tools utilized in the teaching of extended technique for instruments, the use of ‘found objects’ as musical instruments, and the creative implications of improvisatory techniques in the music classroom. Critical pedagogy is used to examine hegemonic processes within existing forms of music education, processes that work to naturalize particular systems of musical logic and models of social behaviour.

The pedagogical orientation to the families of children with behavioral deficiencies needs a differentiated approach, accorded to the particular characteristics of each family. To accomplish this task, the personnel in charge of family orientation in the Schools for children with affective-behavioral maladies, diagnose the families, to obtain the peculiarities of the familiar dynamics. After that, they need to obtain groups of similar families, in order to carry out a better orientation. The data of the familiar dynamics are mixed an incomplete, and the desired group number is not given. In this paper we extend the  0-compact sets structuralization to cluster the families according to their characteristics. We found five groups, each of them with distinctive familiar dynamics. With the five groups, the family orientation specialists designed a personalized strategy with a more coherent and adequate orientation.

Research consistently shows the connection between self-concept in children and youngpeople and their social relations, which is also reflected in pupils’ attitudes towardseducation. This paper analyses how family relations, peer relations and attitudestowards education contribute to the global self-concept of male and female pupilsof 8 to 14 years of age. The research was conducted by using an extended versionof the Questionnaire for Planning Social-pedagogic Interventions. The researchsample consisted of 3,335 pupils from 43 Croatian elementary schools. This studyexamines the hypothesis on differences in self-concept predictors between male andfemale elementary school pupils, suggesting that in comparison with male pupils, theself-concept of female pupils is more dependent on social relations and the level ofengagement in education. It was established that self-concept is relatively stable forboys of 8-14 years of age while it becomes weaker among girls of 8 -14 years of age.Statistically, for both male and female pupils, self-concept significantly depends on theassessment of the quality of family relations, peer relations, and the attitude of pupilstowards education. The most important self-concept predictor among male pupilsis their relationship with their peers, and among female pupils it is family relations.In addition, relationships with significant others and attitudes towards educationcontribute more strongly to the self-concept of female pupils than it does with theirmale peers.Keywords: attitude towards education; family relations; peer relations; significantothers in school age