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Journal articles on the topic 'Formal and informal schools'

Author: Grafiati

Published: 25 June 2021

Last updated: 29 July 2025

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1

Herman, Herman, Ridwin Purba, Dumaris E. Silalahi, et al. "THE ROLE OF FORMAL EDUCATION IN SHAPING STUDENTS’ CHARACTER AT SMK SWASTA TELADAN TANAH JAWA: A CASE ON CHARACTER EDUCATION." Abdi Dosen : Jurnal Pengabdian Pada Masyarakat 6, no. 3 (2022): 772. http://dx.doi.org/10.32832/abdidos.v6i3.1329.

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It is not simple to develop a child's character. Formal education combined with a good value planting method can help students learn more effectively and shape their personalities. Families, schools, communities, government, and the media all share responsibilities for children's education and character development. The family is the first and most important environment in which children's personalities are formed. The formation of personality Education in schools is an important element of the school's efforts to meet parents' expectations of developing, moulding, and establishing excellent c

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Folkestad, Göran. "Formal and informal learning situations or practices vs formal and informal ways of learning." British Journal of Music Education 23, no. 2 (2006): 135–45. http://dx.doi.org/10.1017/s0265051706006887.

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During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article, I will examine research studies which in different ways focus on formal and informal learning situations and practices or formal and informal ways of learning. I will consider the relationship between music ed

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Mangeya, Hugh. "Graffiti as a site for cultural literacies in Zimbabwean urban high schools." International Journal of Cultural Studies 22, no. 3 (2018): 334–48. http://dx.doi.org/10.1177/1367877918788577.

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It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the

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Ng, Hoon Hong. "Towards a synthesis of formal, non-formal and informal pedagogies in popular music learning." Research Studies in Music Education 42, no. 1 (2018): 56–76. http://dx.doi.org/10.1177/1321103x18774345.

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Informal pedagogy is closely associated with popular music practices, its methods known to engage students in authentic music learning that develops critical and independent thinking skills, social skills, creativity and self-identity, among others. However, formal and non-formal pedagogies also have relevant roles to play in popular music learning in the classroom, though their roles and interactions with informal pedagogy may require exploration. A recent survey conducted in Singapore schools suggests that a significant number of music teachers have never engaged their students in popular mu

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Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu, and Anu Sepp. "CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 286–95. http://dx.doi.org/10.17770/sie2018vol1.3182.

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Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary d

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Moissejenko, Irina, and Natalia Tšuikina. "The Potential of Formal Education in the Non-Formal Education of Russian Language Teachers in Estonia." Roczniki Humanistyczne 71, no. 10 (2023): 37–52. http://dx.doi.org/10.18290/rh237110.3.

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This article describes the method of educating Russian teachers in Tallinn University. The respective curriculum is presented, and its structure and components analysed. The authors review the aims of the subject-specific didactics courses, their content and the forms of the classes, as well as the role and place of teaching internships in the process of teaching training. Most of the attention is paid to the adaptation of the existing curricula to the needs of informal Russian teacher training within the campaign “Noored Kooli” (Young People to Schools), open learning and microgrades. Also, t

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Sun, Min, Kenneth A. Frank, William R. Penuel, and Chong Min Kim. "How External Institutions Penetrate Schools Through Formal and Informal Leaders." Educational Administration Quarterly 49, no. 4 (2013): 610–44. http://dx.doi.org/10.1177/0013161x12468148.

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Amalia Putri, Riza Qori, Riko Purnama Candra, Kurniawan Widiaji, et al. "Optimizing Formal and Non-Formal Education in Butuh Village, Kalikajar, Wonosobo: A Case Study on Balancing Religious Education and Formal Schools." Technium Sustainability 7 (July 15, 2024): 67–77. http://dx.doi.org/10.47577/sustainability.v7i.11404.

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This research explores the balance between formal and informal education in Butuh Village, Kalikajar, Wonosobo, focusing on children's interest in religious education compared to formal education. Using a qualitative approach with participatory observation and Focus Group Discussions (FGD), this study involved village government, community organizations, educators, community leaders, and Community Learning Centers (PKBM) as informants. The findings indicate a high interest among children in religious education, strong parental and community roles, and challenges in developing formal education,

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Piscová, Veronika, Jarmila Lehotayová, and Juraj Hreško. "Environmental education in the school system at elementary schools in Slovakia." European Journal of Science and Mathematics Education 11, no. 4 (2023): 650–71. http://dx.doi.org/10.30935/scimath/13377.

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Environmental education (EE) in elementary schools (6 − 15 years old) in Slovakia is not systematically defined, it is often dependent on the voluntary efforts and enthusiasm of teachers. Schoolchildren acquire environmental knowledge in a limited form during the teaching of individual subjects, especially Biology, Geography and to some extent, also Chemistry, Physics etc. In elementary schools, the school subject of EE is absent. Therefore, the aim of the presented study is to find out the current situation in formal and informal EE at elementary schools in Slovakia. We gathered data on forma

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Rasit, Koc. "Use of Informal Learning Environments in Turkish Language Teaching." Education Quarterly Reviews 6, no. 1 (2023): 429–35. https://doi.org/10.31014/aior.1993.06.01.718.

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Teaching is divided into two as formal and informal teaching. Formal education is based on the teaching of planned, programmed and predetermined contents. This type of education, training usually take place in educational institutions, which are called schools. In this respect, formal education is divided into primary, secondary, high school and higher education. Apart from the formal education carried out in planned, programmed environments, there are also informal learning and informal education environments that we can consider as lifelong learning. Outside of school, spontaneous learning w

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А., В. Боярська-Хоменко. "ОСОБЛИВОСТІ ДІЯЛЬНОСТІ ЗАКЛАДІВ ОСВІТИ ДОРОСЛИХ В УКРАЇНІ (НА ПРИКЛАДІ ХАРКІВСЬКОГО РЕГІОНУ)". Теорія та методика навчання та виховання, № 43 (8 травня 2018): 28–37. https://doi.org/10.5281/zenodo.1243533.

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In the article immediacy of the problem of adult education for the modern Ukrainian society has been substantiated, the regulatory support of adult education in Ukraine: The Hamburg declaration (1997), the Constitution of Ukraine (1996), the Law of Ukraine “On education” (2017), The Sustainable Development Goals Report (2017), the Concept of adult education in Ukraine (2011), the draft provision on postgraduate education (2015) has been analyzed. It has been determined, that adult education in Ukraine can be formal and informal, the differences between these forms have been analyze

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Zhang, Hongying. "On the Creation of Informal Learning Space in Universities." Advances in Higher Education 3, no. 2 (2019): 1. http://dx.doi.org/10.18686/ahe.v3i2.1350.

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<p>Informal learning space refers to the space environment used by schools to stimulate students' autonomous learning and self-organizing learning behavior in addition to formal teaching space. As a powerful complement to formal learning space, informal learning space can provide personalized learning field, promote collaborative communication, and effectively use idle space. For this reason, universities should attach importance to the de-velopment and creation of informal learning space. On the basis of following the principles of cost, convenience and comfort, universities should reas

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Wardoyo, Buchenita Naomi, Ricky Irawan, and I. Komang Darmayuda. "ANALISIS PENERAPAN METODE SISOLMI DALAM PEMBELAJARAN INSTRUMEN BIOLA BERBASIS CARA BELAJAR SISWA AKTIF DI BAVISCH MUSIC SCHOOL." MELODIOUS : JOURNAL OF MUSIC 3, no. 1 (2024): 30–36. http://dx.doi.org/10.59997/melodious.v3i1.3105.

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This research is motivated by the implementation of the Student Active Learning System (SAL/CBSA in Indonesia) in music education, specifically in violin instruction. The SAL system has been in existence since 1984 and is used in formal schools such as Elementary Schools, Junior High Schools, and Senior High Schools. In this case, the SAL system, which is typically applied in formal schools, is used in a music course setting, namely at Bavisch Music School. SAL itself can be applied in all branches of education, including formal, informal, and non-formal. However, the application of the SAL sy

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Sneddon, J. N. "Teaching informal Indonesian." Australian Review of Applied Linguistics 24, no. 2 (2001): 81–95. http://dx.doi.org/10.1075/aral.24.2.06sne.

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Abstract Of the Major Asian languages taught in Australia, Indonesian is the only one which exists in a diglossic situation, in which the language of everyday conversation is significantly different from the formal language. Indonesian language teaching in Australia concentrates largely on the ‘high’ form of the language; in most schools and universities the everyday variety is dealt with either superficially or not at all. As a result, most Australian learners develop no proficiency in this variety. Unlike the formal language, informal Indonesian is highly context-bound, with presuppositions

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Schmitz, Maria-Luisa, Chiara Antonietti, Tessa Consoli, Philipp Gonon, Alberto A. P. Cattaneo, and Dominik Petko. "Enhancing teacher collaboration for technology integration: the impact of transformational leadership." Computers & Education 234 (April 21, 2025): 105331. https://doi.org/10.1016/j.compedu.2025.105331.

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The study explored how school principals’ transformational leadership impacts formal and informal teacher collaboration for technology integration. Goal clarity and the strategic importance of technology integration in Swiss upper-secondary schools were considered as mediators. Analyzing data from a survey of 2247 teachers using multilevel correlation and structural equation modeling (SEM) with cluster-robust standard errors, we found that principals’ transformational leadership is significantly and positively correlated with both formal and informal teacher col

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Heryati, Helma. "HAKEKAT PENDIDIK DALAM PENDIDIKAN ISLAM." Jurnal Tunas Pendidikan 5, no. 2 (2023): 251–62. http://dx.doi.org/10.52060/pgsd.v5i2.1033.

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One of the elements in education is the teacher. Educators are an important element in Islamic education, this study aims to describe the nature of educators in Islamic education. The research method used in this research is library research. Sources of research data consist of primary data sources and secondary data sources. Data analysis using content analysis. The results of the study show that, in Islamic education, there are two kinds of educators, namely parents and teachers in formal and informal schools. Educators in formal and informal schools must fulfill the characteristics of being

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Hamzah, Syaidina, and Muhammad Iqbal. "Analisis Model Pendidikan Pondok Pesantren Modern dan Sekolah Islam Terpadu." Journal of Islamic Education Leadership 3, no. 1 (2023): 69–86. http://dx.doi.org/10.30984/jmpi.v3i1.527.

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Model Analysis of Modern Islamic Boarding Schools and Integrated Islamic Schools. Education is a very important aspect of human life, especially in passing through the phases of human life. The implementation of education in life certainly requires a long process that contains philosophical values in educational activities. Educational activities carried out can be through formal, informal or non-formal channels. Among the institutions that carry out formal education are Modern Islamic Boarding Schools and Integrated Islamic Schools. This institution functions to develop children's potentials

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Hargreaves, David J. "Intercultural perspectives on formal and informal Music learning." DEDiCA Revista de Educação e Humanidades (dreh), no. 1 (March 1, 2011): 53–66. http://dx.doi.org/10.30827/dreh.v0i1.7152.

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This paper reviews some of the changes and developments that have occurred in music education over the last decade, following Hargreaves and North’s (2001) international review. I describe some recent developments in England, in which change has been very rapid, and in which education has had a high political profile, and then consider the three main issues which emerged from our international review, namely curriculum issues; the aims and objectives of music education; and the relationship between music in and out of school. I go on to describe two theoretical models which were developed as a

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Houle, Janie, François Chagnon, Denis Lafortune, Réal Labelle, and Katherine Belleville Paquette. "Correlates of Help-Seeking Behaviour in Adolescents Experiencing a Recent Negative Life Event." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 5, no. 1 (2013): 39–63. http://dx.doi.org/10.29173/cjfy18947.

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This study examines the psychological factors associated with formal and informal help-seeking behaviour after a recent negative life event in adolescents 14-17 years old. A sample of 126 adolescents attending secondary schools completed the Life Events Questionnaire (Newcomb), the Beck Depression Inventory, the Temperament and Character Inventory (Cloninger) and the Impulsivity Scale (Barratt). The results indicate that informal help-seeking is more frequent than formal. The factors associated with seeking help from the informal network (friends, parents, siblings, relatives) after the life e

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Hai, Pham Thi Thanh, Nguyen Le Thach, and Doan Nguyet Linh. "The Influence of Formal and Informal Learning on Teacher Professional Development in Vietnam." Journal of Teacher Education for Sustainability 26, no. 2 (2024): 28–53. https://doi.org/10.2478/jtes-2024-0015.

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Abstract Teachers in Vietnam need professional learning in order to meet the national requirements of comprehensive educational reform. Teacher professional development encompasses all forms of continuous education for educators. Teacher professional learning is a continual process that begins with schools determining the educational outcomes that are crucial to their pupils. This study aimed to understand the status of teacher participation in the two professional learning forms (formal & informal) and the influence of these on professional development. The paper is built on the data coll

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Kim, Chong Min, Kenneth A. Frank, and James P. Spillane. "Relationships among Teachers’ Formal and Informal Positions and Their Incoming Student Composition." Teachers College Record: The Voice of Scholarship in Education 120, no. 3 (2018): 1–34. http://dx.doi.org/10.1177/016146811812000304.

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Background/Context While some commentators view education as a social mobility mechanism, many scholars argue that schools reproduce rather than challenge social inequality. A vast literature on the role of family background and educational stratification identifies various factors that help account for how schools contribute to reproducing social inequality. Over the past quarter century local, state, and federal policymakers, motivated at least partially by widening race- and class-based achievement gaps, have used standards and high stakes accountability to hold schools accountable for stud

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Horn, Ilana, Brette Garner, I.-Chien Chen, and Kenneth A. Frank. "Seeing Colleagues as Learning Resources: The Influence of Mathematics Teacher Meetings on Advice-Seeking Social Networks." AERA Open 6, no. 2 (2020): 233285842091489. http://dx.doi.org/10.1177/2332858420914898.

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Teacher collaboration is often assumed to support school’s ongoing improvement, but it is unclear how formal learning opportunities in teacher workgroups shape informal ones. In this mixed methods study, we examined 77 teacher collaborative meetings from 24 schools representing 116 teacher pairs. We coupled qualitative analysis of the learning opportunities in formal meetings with quantitative analysis of teachers’ advice-seeking ties in informal social networks. We found that teachers’ coparticipation in learning-rich, high-depth meetings strongly predicted the formation of new advice-seeking

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Azzahra, Zafira, Andi Muttaqin Mustari, and Nurmiah Muin. "Informal Education Communication Patterns in Providing Motivation to Improve Quality of Life for Students Inpres 6/75 Waekecce'e Bone Regency." RESPON JURNAL ILMIAH MAHASISWA ILMU KOMUNIKASI 3, no. 2 (2022): 221–34. http://dx.doi.org/10.33096/respon.v3i2.125.

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The purpose of this study is to describe the forms of education. This type of research is descriptive qualitative research. In this research to formulate the form of education and to describe the pattern of education in the community and family. The type of research is descriptive qualitative research. The data analysis technique goes through various stages, namely data reduction, data presentation, and drawing conclusions, while the data validity technique uses source triangulation, and techniques. The results of the research in the field show that the forms of informal education for students

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Adisasmito, W., V. Amir, A. Atin, A. Megraini, and D. Kusuma. "Density of cigarette retailers around educational facilities in Indonesia." International Journal of Tuberculosis and Lung Disease 24, no. 8 (2020): 770–75. http://dx.doi.org/10.5588/ijtld.19.0686.

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BACKGROUND: With 61.4 million smokers in 2018, Indonesia makes a significant contribution to the global number of smokers. The latest data show that smoking is increasingly common in youth.OBJECTIVE: To examine the density of cigarette retailers around formal and informal educational facilities in Indonesia.METHODS: We employed geospatial and quantitative analyses using data on cigarette retailers (from surveys during July–August 2019) and educational facilities in Depok City. Data analyses, in ArcMap 10.6 and Stata v15, compared the density within 100 m and 100–200 m from the facility.RESULTS

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Clichici, Veronica. "Models for assurance of non-formal education in the context of valuation of students’ free time." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (February 2024): 130–40. http://dx.doi.org/10.59295/sum9(169)2024_19.

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The article reflects the approach to non-formal education assurance models in the context of valuation on students’ free time from a methodological perspective. At the level of the general education system and process, the training-development activity of the human personality is designed in a systemic, global vision and is carried out three-dimensionally through the forms of formal education - non-formal (at the institutional level) and informal (at the non-institutional level). Although the need to ensure the integration of formal - non-formal - informal education has become current in the p

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Adedayo Adedeji, Jacob, and Xoliswa E. Feikie. "Exploring the Informal Communication of Driver-to-Driver on Roads: A Case Study of Durban City, South Africa." Put i saobraćaj 67, no. 4 (2021): 1–8. http://dx.doi.org/10.31075/67.04.01.

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Road traffic fatality is rated as one of the ten causes of death in the world and with various preventive measures on a global level, this prediction is only placed on flat terrain and didn’t reduce. Nevertheless, road users’ communication is an essential key to traffic safety. This communication, be it formal or informal between the road users is an important factor for smooth traffic flow and safety. Communication language on roads can be categorized into; formal device-based signal (formal signal), formal hand signal (formal signal), informal device-based signal (informal signal), and infor

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Adedayo Adedeji, Jacob, and Xoliswa Feikie. "Exploring the Informal Communication of Driver-to-Driver on Roads: A Case Study of Durban City, South Africa." Put i saobraćaj 67, no. 4 (2021): 1–8. http://dx.doi.org/10.31075/pis.67.04.01.

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Road traffic fatality is rated as one of the ten causes of death in the world and with various preventive measures on a global level, this prediction is only placed on flat terrain and didn’t reduce. Nevertheless, road users’ communication is an essential key to traffic safety. This communication, be it formal or informal between the road users is an important factor for smooth traffic flow and safety. Communication language on roads can be categorized into; formal device-based signal (formal signal), formal hand signal (formal signal), informal device-based signal (informal signal), and infor

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LÓPez, Nancy. "Rewriting Race and Gender High School Lessons: Second-Generation Dominicans in New York City." Teachers College Record: The Voice of Scholarship in Education 104, no. 6 (2002): 1187–203. http://dx.doi.org/10.1177/016146810210400607.

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At high school graduation ceremonies across the country, a curious gender gap has emerged—more women graduate than men, particularly in Latino and Black communities. This trend begs several questions: How do formal and informal institutional practices within high schools “race” and “gender” students? How do racializ(ing) and gender(ing) processes intersect in the classroom setting? How can principals, school administrators, and teachers work toward dismantling race, gender, and class oppression in their schools? Drawing on 5 months of participant observation in a New York City public high scho

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Seufert, Sabine, and Nina Scheffler. "Developing Digital Competences of Vocational Teachers." International Journal of Digital Literacy and Digital Competence 7, no. 1 (2016): 50–65. http://dx.doi.org/10.4018/ijdldc.2016010104.

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In the context of corporate learning digital media and digital tools have become more accepted than in the field of education systems. Particularly vocational schools are obviously under pressure to deal with changes due to digitalization in many sectors and professions. One reason why technology-based learning is still underdeveloped in schools could be the insufficient digital competences of teachers. Presently most teachers gain their knowledge on how to use digital media for learning and teaching informally. In the implementation of formal educational efforts, a low practical feasibility i

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Lessl, Thomas M. "Scientific Rhetoric as Religious Advocacy: Origins in the Public Schools." Journal of Communication and Religion 26, no. 1 (2003): 1–27. https://doi.org/10.5840/jcr20032611.

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Richard John Neuhaus contends that the exclusion of religious voices from the public sphere creates a vacuum into which alternative religious ideas are drawn. This essay interprets some features of the discourse of science education in light of this claim. It argues that religious ideas are likely to appear in the discourses of scientific education as the unspoken premises characteristic of enthymeme. The notion that scientific speech can simply avoid making religious claims assumes that an artificial separation between formal and informal modes of reasoning is a normal feature of science educ

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Murungi, Catherine Gakii, Begi Nyakwara, and Teresa Mwoma. "Children’s safety and security in non formal pre-primary schools: The intervention measures." Journal of Education and Learning (EduLearn) 15, no. 4 (2021): 505–10. http://dx.doi.org/10.11591/edulearn.v15i4.20287.

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This study sought to come up with intervention measures that could be put in place to mitigate the challenges experienced in non-formal schools to enhance safety and security of children. Purposive sampling was used to select Nairobi City County and all the pre-primary schools attached to non-formal schools in informal settlements in the county and the head teachers/managers and teachers working in these pre-primary schools. A sample size of 54 pre-primary schools was selected. A total number of 136 participants from the sampled pre-primary schools participated in the study comprising of 78 pr

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Catherine, Gakii Murungi, Nyakwara Begi, and Mwoma Teresa. "Children's safety and security in non formal pre-primary schools: The intervention measures." Journal of Education and Learning (EduLearn) 15, no. 4 (2021): 505–10. https://doi.org/10.11591/edulearn.v15i4.20287.

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This study sought to come up with intervention measures that could be put in place to mitigate the challenges experienced in non-formal schools to enhance safety and security of children. Purposive sampling was used to select Nairobi City County and all the pre-primary schools attached to nonformal schools in informal settlements in the county and the head teachers/managers and teachers working in these pre-primary schools. A sample size of 54 pre-primary schools was selected. A total number of 136 participants from the sampled pre-primary schools participated in the study comprising of 78 pre

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Saidy, Christina. "Moving from Them to Us: Making New Arguments about Teaching and Learning via Teacher Inquiry." English Leadership Quarterly 38, no. 2 (2015): 14–17. http://dx.doi.org/10.58680/elq201527535.

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In this article, the author uses a case study format to explore the experiences and growth of one language arts teacher during the course of the teacher inquiry group. Through this case study, the author illustrates the power of teacher inquiry groups to inspire teachers to research teaching and learning in their schools in order to make persuasive arguments about student learning, teacher needs, and school culture that position them as formal and informal leaders in their school settings.

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Rauszer, Michał. "Edukacja dla narodu. Chłopi a procesy narodowościowe." Kwartalnik Pedagogiczny 63, no. 4(250) (2019): 124–39. http://dx.doi.org/10.5604/01.3001.0013.1709.

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Due to historical reasons, the process of acquiring national identity by the peasants began relatively late. This process, for various reasons, was based on three models of education: formal, informal and non-formal. Schools emerging in the Polish territories were usually associated with the activities of the partitioner, moreover, it often met with distrust of a village quite closed in this respect. The People’s Movement complemented this formal education with performative activities, such as celebrating national holidays, which would give illiterate peasants the opportunity to participate in

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ZAKOMIRNI, IGOR. "MODERN EVENING SCHOOL AS AN INNOVATIVE INFORMAL EDUCATIONAL ESTABLISHMENT." Main Issues Of Pedagogy And Psychology 13, no. 1 (2017): 49–55. http://dx.doi.org/10.24234/miopap.v13i1.225.

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The author analyses the features of the popular forms of education for adults. He reveals the role of information and communication technologies in non-formal educational settings and also the role of teachers of evening schools. He focuses on information and communication competencies associated with effective implementation of innovative technologies in educational process.

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Giliberti, M., M. Čepič, and D. Sokolowska. "Work Group 4 Position Paper: Formal, Non-formal and Informal Aspects of Physics Education at the Primary Level." Journal of Physics: Conference Series 2297, no. 1 (2022): 012020. http://dx.doi.org/10.1088/1742-6596/2297/1/012020.

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Abstract Physics teachers’ training and professional development play a crucial role in preparing schools for the countless challenges they face. One of the central issues in the preparation of teachers is to provide them with tools, strategies, and methods to be able to build bridges between school and society, particularly to find fruitful links between formal, non-formal, and informal teaching, starting from primary school. In this paper, we report on some discussions developed during the Malta 2020 webinar by the Work Group 4 (WG4) participants, together with some questions and answers tha

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Stowell, Dan, and Simon Dixon. "Integration of informal music technologies in secondary school music lessons." British Journal of Music Education 31, no. 1 (2013): 19–39. http://dx.doi.org/10.1017/s026505171300020x.

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Technologies such as YouTube, mobile phones and MP3 players are increasingly integrated into secondary school music in the UK. At the same time, the gap between formal and informal music learning is being bridged by the incorporation of students’ preferred music into class activities. We conducted an ethnographic study in two secondary schools in London, investigating the roles of technology in the negotiation of musical concepts in music classes. From this, we report some observations on the relation between formal/informal and authorised/unauthorised activities in class, and some specific ob

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Lee, Sang Kook. "Migrant schools in the Thailand-Burma borderland: from the informal to the formal." Asia Pacific Journal of Education 34, no. 1 (2013): 125–38. http://dx.doi.org/10.1080/02188791.2013.803458.

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McPhail, Graham. "Informal and formal knowledge: The curriculum conception of two rock graduates." British Journal of Music Education 30, no. 1 (2012): 43–57. http://dx.doi.org/10.1017/s0265051712000228.

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Informal learning has become a prominent theme in music education literature in recent times. Many writers have called for a new emphasis on informal knowledge and pedagogy as the way forward for music education. The position taken in this paper is that a central issue for music education is the accommodation of a tension between types of knowledge and the ways of knowing strongly associated with popular and classical of music – socially acquired informal knowledge and socially developed but formally acquired disciplinary knowledge. Approaches to curriculum conception and realisation observed

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Coroianu, Daniela. "The Importance of Exploring National Traditions and Customs through Formal and Informal Activities in Waldorf Schools." Journal of Educational Theory and Practice DIDACTICA PRO... 23, no. 5-6 (141-142) (2023): 106–9. https://doi.org/10.5281/zenodo.10397605.

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The article presents a view of the current reality of education, its evolution and external influences over time. Italso highlights the quality aspects of education, the demands of the time and the needs of society. It calls for an understanding of the individual and unique nature of each child and the need to adapt education to children’s individual needs and abilities. In this sense, education must be adapted to the specificity of each child and provide the environment and tools necessary to develop their potential. This emphasizes the importance of national traditions and customs as p

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McAra, Lesley, and Susan McVie. "Negotiated order: The groundwork for a theory of offending pathways." Criminology & Criminal Justice 12, no. 4 (2012): 347–75. http://dx.doi.org/10.1177/1748895812455810.

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This article explores the role which formal and informal regulatory orders play in the development of offender identity. Drawing on quantitative and qualitative data from the Edinburgh Study of Youth Transitions and Crime, it argues that the cultural practices of formal orders (such as those imposed by schools and the police) and informal orders (such as the rules governing peer interactions) mirror each other in respect of their fundamental dynamics – animated primarily by an inclusionary–exclusionary imperative. Formal orders differentiate between categories of young people on the basis of c

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Pearce, Thomas C. "Obstacles and opportunities in the New Zealand curriculum refresh: An illustrative case study of the enactment of formative assessment in a New Zealand primary school." Curriculum Matters 20 (December 28, 2024): 6–24. https://doi.org/10.18296/cm.0212.

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In the context of significant reforms to the curriculum for New Zealand schools, this paper presents an early line of findings from an ongoing ethnographic multi-case study investigating New Zealand primary school teachers’ enactment of informal formative assessment. Data was gathered through observations, interviews and document collection in one Auckland primary school classroom. The findings illustrate the value of informal formative assessment and provide a perspective on the use of formal assessment tools grounded in classroom practice. They suggest some barriers to greater student involv

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Ortega, Lorena, Ian Thompson, and Harry Daniels. "School staff advice-seeking patterns regarding support for vulnerable students." Journal of Educational Administration 58, no. 2 (2019): 151–70. http://dx.doi.org/10.1108/jea-12-2018-0236.

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Purpose Supporting the learning and wellbeing of vulnerable students is an important yet challenging part of school educators’ work. The purpose of this paper is to investigate advice-seeking patterns around the issue of supporting the learning and wellbeing of vulnerable students, among professional staff in six English secondary schools. The paper focuses on investigating variation in advice-seeking patterns among schools, exploring the association between these patterns and staff perceptions of the school climate for collaboration, and examining how these informal advice-seeking patterns re

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Coda Moscarola, Flavia, and Adriaan Kalwij. "The Effectiveness of a Formal Financial Education Program at Primary Schools and the Role of Informal Financial Education." Evaluation Review 45, no. 3-4 (2021): 107–33. http://dx.doi.org/10.1177/0193841x211042515.

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Objectives: This study examines the effectiveness of a formal financial education program for improving the financial literacy of primary school children and how this effectiveness is influenced by informal financial education provided by parents, such as giving pocket money and discussing money matters. Method: A quasi field experiment was carried out at the Museum of Saving in Turin where children participated in a financial education program (the treatment). The first two out of three classes that arrived at the museum were assigned to the treatment group and the third one to the comparison

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Chen, Fuzhong, Ji Zhang, Jing Jian Xiao, and Jinwei Chen. "Is Financial Education Positively Associated with Consumer Stock Market Satisfaction? Evidence from China." Discrete Dynamics in Nature and Society 2023 (March 6, 2023): 1–15. http://dx.doi.org/10.1155/2023/7924754.

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This study aims to investigate the associations between financial education and consumer stock market satisfaction. Consumer financial education is measured through the objective aspect incorporating formal and informal financial knowledge education, and the subjective aspect is reflected through consumers’ attitudes toward financial education. Using data from China’s urban consumers, the results indicate a positive association between financial education and consumer stock market satisfaction. The findings suggest that consumers who were financially literate at high schools or colleges are mo

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Grobler, Rina. "Learning motivation and time concept of learners from low socio-economic environments." Acta Academica: Critical views on society, culture and politics 41, no. 4 (2009): 92–112. https://doi.org/10.38140/aa.v41i4.1229.

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Due to an unsatisfactory learner performance in many schools in South Africa a need was identified to explore some of the factors that might influence learner performance. The objective of this investigation was first to study school learners’ concept of time, coupled with their learning motivation, in secondary schools located in low socio-economic environments in Gauteng and, secondly, to investigate whether there were differences between the perceptions of learners in schools located in both informal and formal housing environments.

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Duke, Daniel L. "The Selling of the Open School." Journal of Educational Thought / Revue de la Pensée Educative 7, no. 1 (2018): 36–47. http://dx.doi.org/10.55016/ojs/jet.v7i1.43643.

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As the pressure to improve the qualify of U. S. elementary schools increases, more schoolmen are looking to the British system of in formal education. The essay below surveys some of the current philosophical, research-based, and practical arguments for informal education and examples to delineate its essential characteristics.

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Supriyadi, Agus, and Maratus Sholeha. "THE NEW FACE OF BOARDING SCHOOL EDUCATION." INCARE, International Journal of Educational Resources 4, no. 2 (2023): 109–24. http://dx.doi.org/10.59689/incare.v4i2.714.

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As Islamic educational institutions, pesantren are still claimed to be underdeveloped educational institutions, often even "crowned" only for the benefit of those who are unable or poor, producing people who are exclusive, fanatical, and even at a very sad behavior, namely "terrorism." considered to originate from Islamic educational institutions, because in fact several Islamic educational institutions were "considered" as the origin of the group. Even though this "assumption" is wrong and can be rejected, because there are no Islamic educational institutions that aim to produce or print grou

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Dang, Quyen T., Pavlina Jasovska, Hussain Gulzar Rammal, and Katie Schlenker. "Formal-informal channels of university-industry knowledge transfer: the case of Australian business schools." Knowledge Management Research & Practice 17, no. 4 (2019): 384–95. http://dx.doi.org/10.1080/14778238.2019.1589395.

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Ahmad, Qurtubi Dr MA. "LIMITING AND SUPPORTING FACTORS FOR SCHOOL TO IMPLEMENT SOCIAL INCLUSIVE SCHOOL PROGRAMS: A POLICY ANALYSIS." Jurnal Education jurnal Manajemen Pendidikan 9, no. 2 (2017): 1–12. https://doi.org/10.5281/zenodo.1291674.

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There is important task which faced by public and private schools to help a population of children with disabilities through inclusive education. School as education institution has formal and informal rules to support the inclusive education. There is a trend of inclusive social services to be given for children with special needs. As the school is a group of people who have the same goals and motives, school must achieve their interests through institutional structure of formal rules (law, regulation, contract, constitutional law) and informal rules (ethics, beliefs, and other unwritten norm

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