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Journal articles on the topic 'Pupils’ responsibility'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Pecivova, Veronika. "Subjective Responsibility of Primary Teacher Education Students in Pedagogical Preparation Context." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018): 47–51. http://dx.doi.org/10.18844/prosoc.v4i8.2975.

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Teacher subjective responsibility for pupils is a crucial part of teacher identity. The purpose of this paper is to expose subjective responsibility of primary teacher education students in the context of pedagogical preparation. It presents and analyses results of existing research on subjective responsibility of primary teacher education students in the Czech Republic. The researchers applied questionnaire method; and the results revealed a descending tendency in teacher subjective responsibility for pupils among the respondents. The study describes theoretical approaches to teacher subjecti

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2

Elvin, Jesse. "THE LIABILITY OF SCHOOLS FOR BULLYING." Cambridge Law Journal 61, no. 2 (2002): 239–94. http://dx.doi.org/10.1017/s0008197302261607.

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InBradford-Smart v. West Sussex County Council [2002] EWCA Civ 07, Leah Bradford-Smart, a former pupil of a school maintained by West Sussex County Council, based her claim for damages for psychiatric injury and consequent loss on the school’s failure to prevent fellow pupils bullying her outside the school. It is clear that “a school is under a duty to take reasonable care for the health and safety of the pupils in its charge” (Van Oppen v. Clerk to Bedford Charity Trustees [1990] 1 W.L.R. 235, 250), and that it also assumes responsibility for a pupil’s educational needs (X v. Bedfordshire Co

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Löfgren, Håkan, Ragnhild Löfgren, and Héctor Pérez Prieto. "Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests." European Educational Research Journal 17, no. 5 (2018): 676–95. http://dx.doi.org/10.1177/1474904118757238.

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This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ ( n = 150) stories about preparing for n

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Rauf, Javeria, and Hafiz M. Inamullah. "Analysis of Teachers Instructional Planning and Developing Skills of Social Responsibility at FGP Secondary Schools Level in KP Pakistan." Journal of Business and Social Review in Emerging Economies 7, no. 3 (2021): 629–48. http://dx.doi.org/10.26710/jbsee.v7i3.1854.

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Purpose: The study was conducted to analyze the methods adopted by teachers towards instructional planning and to analyze the mechanism used by teachers to develop sense of social responsibility among students. Methodology: For this purpose data was collected from the respondents regarding Instructional Planning; majority of the respondents opinioned that Lesson plan was written occasionally with specific and clear objectives. Data was collected regarding social responsibility, majority of the respondents were always aware about Self hygiene, cleanliness through lectures and activities.

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Pöntinen, Susanna, Sirpa Kärkkäinen, Kaisa Pihlainen, and Sinikka Räty-Záborszky. "Pupil-Generated Questions in a Collaborative Open Inquiry." Education Sciences 9, no. 2 (2019): 156. http://dx.doi.org/10.3390/educsci9020156.

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Formulating questions is an integral part of pupils’ learning process and scientific inquiry. Investigating pupil-generated questions in a collaborative science learning setting, combining self-regulation theory and phases of inquiry, can extend the previous research into pupils’ questions. This study considered questions from pupils (n = 24, aged 11–12) as types of interaction to share and reflect on both their own and others’ ideas during a collaborative open inquiry. The study was qualitative in nature. The data was collected by making video recordings of pupils’ team discussions during the

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MacLeod, Fiona. "Towards inclusion — our shared responsibility for disaffected pupils." British Journal of Special Education 28, no. 4 (2001): 191–94. http://dx.doi.org/10.1111/1467-8527.t01-1-00224.

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Tichonova, Renata, and Vaiva Schoroškienė. "Primary School Pupils’ Self-Assessment: the Attitude of Students, their Parents and Teachers." Pedagogika 109, no. 1 (2013): 127–33. http://dx.doi.org/10.15823/p.2013.1842.

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The article deals with the more significant theoretical and practical aspects of primary school pupils’ self-assessment achievements: the concept, the purpose and significance of promoting self-assessment, opportunities of primary school pupils’ self-assessment. The results of the exploratory research are presented: the attitude of primary school pupils, their parents and teachers towards the self-assessment of the pupils of this age. The object of the research – the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements.

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Kärkkäinen, Sirpa, Laura Haukipuro, Anna-Maija Rummukainen, Tuula Keinonen, and Heikki Simola. "ENVIRONMENTAL RESPONSIBILITY: A CASE STUDY AMONG SIXTH GRADERS." Problems of Education in the 21st Century 54, no. 1 (2013): 22–38. http://dx.doi.org/10.33225/pec/13.54.22.

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The purpose of this study was to clarify sixth graders’ (aged 12-13, N=87) perceptions about environmental problems and environmental responsibility. Four classes from two Finnish primary schools participated in the study. In the first case (n=62) which focused more on perceptions about environmental problems, the data was collected using a questionnaire. It was found that sixth graders perceived the most important environmental problems as being littering, pollution, climate change, and how much we waste. Pupils also highlighted environmental responsibility. Their answers revealed a wide rang

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Vasylenko, Olha. "Elaboration of criteria and parameters of pupils’ social responsibility." ScienceRise: Pedagogical Education, no. 7 (15) (July 31, 2017): 41–44. http://dx.doi.org/10.15587/2519-4984.2017.107972.

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10

Tūbele, Sarmīte. "COOPERATION BETWEEN SPEECH AND LANGUGAGE THERAPIST AND FAMILY TO PROMOTE READING SKILLS IN FIRST GRADE PUPILS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 127. http://dx.doi.org/10.17770/sie2019vol3.3918.

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Reading skills are one of essential skills to acquire literacy and be successful in everyday life in school and after it. Literacy skills are complicated for pupils with speech and language disorders, it is responsibility not only of speech and language therapists, but also of family to help these children to become literate. Situation in Latvia is different in different educational institutions, but we have to try our best to involve parents/family to be a part of pupil’s everyday activities.The aim of the article is to state the necessity of cooperation and to explore what kind of cooperatio

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Sádovská, Anna, and Peter Kusý. "Pupils’ prosociality and its relations to their meaning of life and teacher’s interaction style." Forum Pedagogiczne 8, no. 2 (2018): 193–209. http://dx.doi.org/10.21697/fp.2018.2.14.

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The study deals with pupils´ self-perceived prosocial behaviour and its correlations to pupils´ meaning of life and teacher’s interaction style. The pupils (14-and-15-years old) from lower secondary school were respondents of this research. The objective was to find out what relation exists between self-perceived prosocial behaviour and teacher ‘s interaction style. At the same time, we analysed the relation between pupils´ self-perceived behaviour and pupils´ meaning of life. It was shown that a teacher may improve self-perceived prosocial behaviour of pupils if he/she is evaluated with a hig

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Semenov, Aleksandr Alekseevich. "Labor education and professional orientation in biological and ecological education of pupils." Samara Journal of Science 8, no. 3 (2019): 321–25. http://dx.doi.org/10.17816/snv201983316.

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The attitude of a person to work, the activity of his work, creative approach to it depends on the right choice of profession, in general, and specialty in particular. In this regard, the correct training of pupils for future employment is of paramount importance in the education of schoolchildren. One of the foundations of labor education is vocational guidance of pupils. It is considered as a condition of all-round and harmonious development of the personality; the unity of teaching Biology and Ecology with the main directions of spiritual and moral development, education and socialization o

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Azhar, Athirah, and Azlinda Azman. "School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia." IAFOR Journal of Education 9, no. 1 (2021): 7–20. http://dx.doi.org/10.22492/ije.9.1.01.

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This study explores the impacts of the Corporate Social Responsibility educational programme from the schools’ perspectives towards their pupils and school. A qualitative approach was chosen from a case study of these programmes conducted in Malaysia. The method used for data collection was semi-structured interviews. Purposive sampling was adopted to collect data from headmasters/mistresses from 10 primary schools and was analysed using narrative analysis. Findings shows that these programmes have impacted pupils through educational exposure, a holistic approach, academic improvement, feeling

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Kudek Mirošević, Jasna, and Mirjana Radetić Paić. "PLANNING AND APPLICATION OF METHODS IN DIFFERENTIATED INSTRUCTION AND INDIVIDUAL APPROACH TO PUPILS WITH DIFFICULTIES IN PRIMARY SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 28, 2021): 108–18. http://dx.doi.org/10.17770/sie2021vol3.6238.

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In an inclusive school teachers are expected to take responsibility for planning the teaching process in which they will apply adequate support (Ahon Adaka, 2013; Tomlinson, 2015). The aim of this research is to determine certain specificities of teachers’ differentiated instruction in their teaching and planning of individualised methods for the successful conduction of activities with pupils with difficulties in lower and higher grades of primary school. The set hypothesis states that there is a statistically significant difference between class teachers and subject teachers of primary schoo

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VOLYK, E., E. DOROSHENKO, and V. TSINA. "INNOVATIVE PEDAGOGICAL TECHNOLOGIES FOR THE FORMATION OF PUBLIC RESPONSIBILITY OF PUPILS." Pedagogical Sciences, no. 74 (December 20, 2019): 32–36. http://dx.doi.org/10.33989/2524-2474.2019.74.196635.

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Salaman, William. "Objectives and the Teaching of Composition." British Journal of Music Education 5, no. 1 (1988): 3–20. http://dx.doi.org/10.1017/s026505170000629x.

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The application of objectives to the teaching of music can be easy enough when the results expected are clearly understood in advance. However, when some of the responsibility for the outcome is placed in the hands of pupils, the formulation of objectives becomes more difficult. This article explores the problem and makes suggestions for the framing of objectives in relation to children's compositional work. In support of the argument, the findings of a short course in composing undertaken with two pupils are described with scores and taped examples serving as evidence. The article ends with s

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Johnson, Daphne. "Boundary Issues." Management in Education 3, no. 2 (1989): 4–5. http://dx.doi.org/10.1177/089202068900300202.

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Kokotsaki, Dimitra. "Pupils’ Perceptions of Attainment in Music at the Start of Secondary School in England: A Descriptive Analysis." Journal of Education and Training Studies 5, no. 5 (2017): 120. http://dx.doi.org/10.11114/jets.v5i5.2353.

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The provision of constructive feedback gives meaning to educational assessment and is an important requirement in every good educational system. In addition to the value of summative and formative judgements about a learner’s progress, when pupils are given opportunities to assess their own work, they can develop a sense of ownership and responsibility towards their work that can help promote a proactive and critical learning attitude. The present study aims to explore the issue of self-assessment in music learning and to contribute to the discussion about the importance of pupils’ involvement

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Monyooe, Lebusa A., and C. N. Fumba. "Pupils' Views on Sex Education in Transkei Schools, South Africa." Psychological Reports 82, no. 1 (1998): 337–38. http://dx.doi.org/10.2466/pr0.1998.82.1.337.

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Responses to a questionnaire of 49 girls and 28 boys, who ranged in age from 17 to 29 years, suggested that pupils were favorable to sex education at schools as enhancing self-esteem, responsibility, and understanding of issues.

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20

Salmaso, Irene. "What Future for Specialized Teachers for Support Activities?" European Journal of Multidisciplinary Studies 6, no. 2 (2017): 168. http://dx.doi.org/10.26417/ejms.v6i2.p168-177.

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The article examines the training of specialized teachers for support activities starting from L. 517/977, the milestone of Italian school integration, to the establishment of the Bachelor's Degree in Primary Education Sciences until it comes to the Decree on Good School and Law Proposal C-2444. The trained teacher for support activities must have the capacity to collaborate to fully involve pupils with disabilities together with curriculum teachers, with co-responsibility and sharing of all pupils.

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Thunman, Elin, Marcus Persson, and Johanna Lovén. "Teachers’ Perceptions about their Responsibility for what Pupils Do on Social Media." International Journal of Learning, Teaching and Educational Research 17, no. 6 (2018): 127–43. http://dx.doi.org/10.26803/ijlter.17.6.8.

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Василенко, Ольга Миколаївна. "The system of formation of pupils’ social responsibility in microenvironment: theoretical aspect." ScienceRise: Pedagogical Education, no. 8 (4) (August 30, 2016): 43–47. http://dx.doi.org/10.15587/2519-4984.2016.76423.

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23

KHUDYAKOVA, Angela. "Age features of forming moral responsibility of pupils` youth in modern conditions." Cherkasy University Bulletin: Pedagogical Sciences, no. 9 (2018): 11–16. http://dx.doi.org/10.31651/2524-2660-2018-9-11-16.

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Drelinga, Elga, Sandra Zarina, and Dzintra Iliško. "Latvian Teachers on Primary School Pupils' Social Sustainability." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 27. http://dx.doi.org/10.17770/sie2015vol2.443.

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<p><strong>The aim of the study</strong> is to explore teachers’ view about a social responsibility of primary school teachers and pupils’ social sustainability as viewed by the teachers. Social sustainability defines responsible and wise decision making at present as a significant precondition for development of a sustainability-oriented society in the future, the bases of which is an efficient individual’s, society’s and environments’ interchange. Personal and a social competence is a significant component of social sustainability that fosters possibilities of each pupil’s

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Gray, Shirley, Paul M. Wright, Richard Sievwright, and Stuart Robertson. "Learning to Use Teaching for Personal and Social Responsibility Through Action Research." Journal of Teaching in Physical Education 38, no. 4 (2019): 347–56. http://dx.doi.org/10.1123/jtpe.2018-0190.

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Purpose: The purpose this investigation was to explore the learning experiences of two teachers from different secondary schools in Scotland as they engaged in their respective action research projects to learn to apply teaching personal and social responsibility in physical education.Method: Both teachers worked within a small community of practice and used qualitative methods to gather data to inform their inquiry. The teachers shared their findings with their coauthors and engaged in further, more focused analyses to explore and understand their learning experiences and the learning experie

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Nzeyimana, Jean Claude, and Kizito Ndihokubwayo. "Teachers’ role and learners’ responsibility in teaching and learning science and elementary technology in Rwanda." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (2019): 1–16. http://dx.doi.org/10.4314/ajesms.v15i2.1.

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The aim of the present study is to reveal teachers’ role in teaching and learners’ responsibility in learning Science and Elementary Technology in Rwanda. The source of information is the classroom observation (Upper Primary) from 6 schools purposively selected in Kayonza District. The Flanders Interaction Analysis Categories System analysis research tools revealed that: The instructors’ role in the learning was found, information giver. Teachers had low facilitation to learning and were deciding alone on the content to be taught; concerning the learners’ responsibility and their encouragement

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Caruso, Bethany A., Robert Dreibelbis, Emily Awino Ogutu, and Richard Rheingans. "If you build it will they come? Factors influencing rural primary pupils' urination and defecation practices at school in western Kenya." Journal of Water, Sanitation and Hygiene for Development 4, no. 4 (2014): 642–53. http://dx.doi.org/10.2166/washdev.2014.028.

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There is a need for a more comprehensive understanding of sanitation behaviors and determinants in the school setting to mitigate health risks, improve sanitation practices and programs, and maximize educational and health impacts. We conducted qualitative research with pupils and teachers in western Kenya to understand where pupils urinate and defecate and what factors influence location selection. Despite the availability of gender-separated latrines at all schools, pupils listed numerous locations for urination and defecation. Several physical environmental, social, and individual factors i

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Kardelienė, Laimutė, Laima Trinkūnienė, Kęstutis Kardelis, and Darius Masiliauskas. "Physical Education Teacher’s Opinion about Learners’ Personal Qualities as a Precondition of Pedagogical Interaction." Pedagogika 109, no. 1 (2013): 134–40. http://dx.doi.org/10.15823/p.2013.1844.

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The article deals with the personal qualities of the tenth grade pupils which are perceived as the disturbances and the stimulus of educational interaction by physical education teachers in physical education classes. Research results have shown that all physical education teachers participating in the study (both men and women) are positive about three personal qualities of pupils: curiosity, self-confidence and initiative. According to the respondents, those qualities mentioned above help develop pedagogical interaction in physical education activities. Physical education teachers (wom

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Мингалеева, Милеуша Талгатовна. "EXPERIMENTAL PEDAGOGICAL ACTIVITY OF THE SCHOOL ON ECOLOGICAL AND PATRIOTIC EDUCATION OF PUPILS." Pedagogical Review, no. 1(35) (February 10, 2021): 18–23. http://dx.doi.org/10.23951/2307-6127-2021-1-18-23.

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Анализируется опыт воспитательной деятельности школы в рамках реализации экспериментальной программы эколого-патриотического воспитания. Рассмотрены основные подходы и содержание организации воспитательной работы, обозначены личностные показатели результата воспитательной работы. Представлены диагностический результат повышения показателей уровня воспитанности и модель выпускника школы в качестве результата воспитательной деятельности. В качестве основных характеристик деятельности выявлены следующие: экологическая и гражданская ответственность, интерес к этноэкологическим знаниям, отзывчивост

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Bekh, I., N. Gannusenko, and K. Chorna. "Concept of upbringing of humanistic values of pupils of secondary school." Ukrainian Religious Studies, no. 36 (October 25, 2005): 265–81. http://dx.doi.org/10.32420/2005.36.1686.

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Social life convinces that without cultivating such moral values as goodness, humanity, responsibility, self-esteem, creative initiative, enterprise, tolerance, one can hardly expect to improve the moral situation in our country. These moral phenomena, in the period of transition to a market that has not yet become civilized, serve the function of harmonizing personal and public interests.

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Kiruy, Francis, Joshua Manduku, and Viviline Ngeno. "Parents’ Economic Status and Academic Performance in Public Primary Day Schools in Multinational Tea Estates Kericho County, Kenya." East African Journal of Education Studies 2, no. 1 (2020): 38–46. http://dx.doi.org/10.37284/eajes.2.1.164.

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Dynamism in family finances, family type, and style of parenting has been associated with the well-being of a child. Poor performance usually indicates that some factors may be of the cause other than those found in schools since all schools in the republic of Kenya are given funds, teachers, and other resources equally. The purpose of this study is to investigate the influence of parents’ economic status and pupils’ academic performance in public primary tea estate schools in Kericho County. The research utilised social learning theory to bring the conceptualisation of the role of parents and

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White, Rhianna, Manuela Barreto, Jean Harrington, Steven K. Kapp, Jennie Hayes, and Ginny Russell. "Is disclosing an autism spectrum disorder in school associated with reduced stigmatization?" Autism 24, no. 3 (2019): 744–54. http://dx.doi.org/10.1177/1362361319887625.

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Evidence suggests disclosing an autism diagnosis is associated with reduced stigmatization for autistic adults. However, it is unknown whether this is true for autistic adolescents. We used a vignette-and-questionnaire design to study stigmatizing attitudes with adolescents (aged 11–12 and 14–16 years, total N = 250) in a UK school. We investigated the effect of disclosing that a fictional adolescent had an autism diagnosis on stigmatizing attitudes of peers by testing the effect of disclosure of diagnosis on the social and emotional distance pupils wanted to maintain from the autistic adolesc

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Domsgen, Michael. "Sensibilisieren, vor Augen führen und plausibilisieren." Zeitschrift für Pädagogik und Theologie 66, no. 3 (2014): 243–52. http://dx.doi.org/10.1515/zpt-2014-0307.

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Abstract With the increase of non-denominational pupils, the insight into how knowledge is conditioned by the social and local context gains significance for religious education. The following article examines the interaction of teaching/taught players within the classroom setting of religious education. The fundamental didactic responsibility is to sensitize pupils for religious interpretations and -lifestyle and to mark its plausibility beside a natural-scientific worldview which is common sense. According to the article this may be reached by creating possibilities and settings within the l

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Krasitski, Vasilij A. "SCHOOL CHEMICAL EXPERIMENT: SAFE, SIMPLE AND VISUAL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 1 (2006): 50–56. http://dx.doi.org/10.48127/gu-nse/06.3.50.

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School chemical experiment plays a very important role in the process of chemistry teaching. It increases learning effectiveness of teaching material, develops pupils’ cognitive activity and forms interest in the subject. Some teachers, however, decrease the share of the chemical experiment in the teaching process, motivating this by the lack or absence of the necessary reagents at school, and for the reasons of safety and responsibility for pupils’ health. Therefore, the problems of supplying school laboratories with reagents and the safety of chemical experiment are topical. This article des

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Hoppu, Ulla, Jenni Lehtisalo, Johanna Kujala, et al. "The diet of adolescents can be improved by school intervention." Public Health Nutrition 13, no. 6A (2010): 973–79. http://dx.doi.org/10.1017/s1368980010001163.

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AbstractObjectiveTo decrease the intake of sucrose, increase the intake of fibre and the consumption of fruit and vegetables among secondary-school pupils.DesignIntervention study among eighth grade pupils during one school year. Data were collected by questionnaires and from a subgroup of pupils by 48 h dietary recall at baseline in spring 2007 and after the intervention in 2008.SettingTwelve secondary schools were randomly allocated to intervention (IS) and control schools (CS) within three cities. Intervention included nutrition education and improvement of the food environment focusing par

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Korochentseva, Anna, Elena Suroedova, Nelli Khachaturyan, and Oksana Nikolenko. "Pupil’s representation about the socio-psychological qualities of teachers in the process of effective meaning transmission." SHS Web of Conferences 70 (2019): 08020. http://dx.doi.org/10.1051/shsconf/20197008020.

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In the article, the authors raise the question of the relationship between the pupils’ perception of the teacher and effective meaning transmission. The study identified socio-psychological qualities and non-verbal patterns of teacher behavior that influence the effectiveness of meaning from the point of view of students. Students prefer to come into contact, with a teacher who has characteristics such as sincerity, leadership, compassion, restraint, responsibility, kindness, cordiality and others. It is established that among the nonverbal patterns of behavior that contribute to the effective

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Brady, Maggie, and Valsa Koshy. "Reflections on the implementation of the Gifted and Talented policy in England, 1999–2011." Gifted Education International 30, no. 3 (2013): 254–62. http://dx.doi.org/10.1177/0261429413486862.

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The landscape of gifted and talented education in England has changed in the past decade when the UK government launched an education programme for ‘gifted and talented’ pupils as part of its Excellence in Cities policy initiative. The policy was initially intended to raise educational achievement of higher ability pupils in secondary schools in socially deprived urban areas and was subsequently extended to all age groups and schools in England. This article reports the findings of official reports and reviews and includes the reflections of a local authority adviser of a large education distr

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Nowak, Joanna. "Kompetencje pedagogiczne studentów edukacji wczesnoszkolnej jednym z warunków zmiany rozwojowej uczniów." Problemy Wczesnej Edukacji 28, no. 1 (2015): 81–91. http://dx.doi.org/10.5604/01.3001.0008.5672.

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Teachers’ work is subjected to constant evaluation by students, parents, other teachers, and society. High demands in the face of changing socio-cultural, educational reality require from teachers the continuous improvement of pedagogical competences. The article raises the question of teachers’ competences acquired by the students of early school education during three years of studies. The scope and type of those competences determine pupils’ developmental change. On the basis of surveys and interviews conducted on 50 students it is possible to formulate numerous conclusions. The most import

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Varnham, Sally. "Conduct unbecoming: The dilemma of a school's responsibility in respect of teacher misconduct towards pupils." Education and the Law 13, no. 2 (2001): 109–25. http://dx.doi.org/10.1080/09539960120068318.

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Lee, Seung-Ha, Peter K. Smith, and Claire P. Monks. "Moral Reasoning about Aggressive Behavior in Relation to Type of Aggression, Age and Gender in South Korean Pupils." International Journal of Environmental Research and Public Health 18, no. 5 (2021): 2288. http://dx.doi.org/10.3390/ijerph18052288.

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Studies of moral reasoning in relation to aggressive behaviors have paid limited attention to different types of aggression, and have mainly been conducted in Western societies. We describe findings from a study of 157 children, aged 6 or 11 years, from two schools in South Korea. Using a cartoon scenario methodology, we assessed moral reasoning about eight types of aggression: verbal, physical individual, physical group, social exclusion, rumor spreading, breaking one’s belongings, sending a nasty text via mobile phone, and sending a nasty message/email via computer. Four aspects of moral rea

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Jovanović, Slavoljub, Dragica Gatarić, Zorica Prnjat, et al. "Exploring Proenvironmental Behavior of Serbian Youth Through Environmental Values, Satisfaction, and Responsibility." Social Behavior and Personality: an international journal 44, no. 7 (2016): 1057–68. http://dx.doi.org/10.2224/sbp.2016.44.7.1057.

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We assessed the influence of environmental values on the proenvironmental behavior of youth in Serbia by assessing the level of their satisfaction with environmental conditions and their sense of personal environmental responsibility. Participants were 168 15-year-old boys and girls who were pupils in their final year at primary schools in Belgrade. We found that 9.5% of the variability in the students' proenvironmental behavior could be explained by individual differences regarding their environmental values, environmental satisfaction, and environmental responsibility. The results obtained f

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Gedžūne, Ginta, and Inga Gedžūne. "2010." Journal of Teacher Education for Sustainability 12, no. 1 (2010): 85–99. http://dx.doi.org/10.2478/v10099-009-0049-7.

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2010This study explores pre-service teachers' views on the features and causes of social exclusion in the context of educational unsustainability. The data from expert questionnaires, assessment of research participants' personal experience with social exclusion in educational setting, their current understanding of the problem and individual suggestions for solving it were analysed qualitatively. The results indicate that, in teachers' opinion, social exclusion in education can be caused by subjective and objective factors – pupils' personal characteristics, school climate, parental influence

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Usca, Svetlana, Marite Rozenfelde, Regina Ogriņa, and Aija Vindeče. "THE PARTICIPATION OF PARENTS IN THE DEVELOPMENT OF PUPILS' READING SKILLS AND INTERESTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 354. http://dx.doi.org/10.17770/sie2016vol2.1402.

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The skill of reading and comprehension of a written text will have a significant impact on the quality of life: during school years the reading effectiveness ensures optimallearning conditions, but in the long term – inclusion in today's economical, social and cultural processes. The studies on pupils' literacy (OECD, ADORE, etc.) show that the average level of literacy is not high. It is necessary to pay more attention to the pupils' reading skill at the primary school, as well as to the development of reading interests and motivation. Not only teachers but also parents should be actively inv

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Uzakov, Ibodullo Abduganievich. "The role of academic subjects in formation of a sense of responsibility in primary school pupils." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 2 (2021): 515–21. http://dx.doi.org/10.5958/2249-7137.2021.00456.0.

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Jurs, Pāvels, and Alīda Samuseviča. "Pamatizglītības standarta raksturojums kontekstā ar 9. klašu skolēnu vērtību sistēmas un atbildības veidošanos." Pedagoģija: teorija un prakse : zinātnisko rakstu krājums = Pedagogy: Theory and Practice : collection of scientific articles, no. IX (April 6, 2020): 29–38. http://dx.doi.org/10.37384/ptp.2020.09.029.

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The new basic school curriculum provides an opportunity to promote the development of student value system and responsibility in the pedagogical process. The emphasized requirements for Grade 9 graduates are: self-regulation, positive attitude, tolerance, personal responsibility, civic engagement, patriotism, and understanding of the important values of the society, ensuring the transfer and application of knowledge to the existing reality. Summarizing the empirical research data, it can be concluded that the predominant values for Grade 9 pupils are family, friends, peers and concern about ed

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Carbonero, Miguel A., Luis J. Martín-Antón, Eugenio Monsalvo, and Juan A. Valdivieso. "Rendimiento escolar y actitudes personales y de responsabilidad social en el alumnado preadolescente." Anales de Psicología 31, no. 3 (2015): 990. http://dx.doi.org/10.6018/analesps.31.3.181161.

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This study focuses on the analysis of the differences observed between students with different levels of academic performance in their social attitudes and personal responsibility towards study, according to various theories and models. Participants were 235 students from the third cycle of Primary Education (10-12 years old). They completed two attitude rating scales: (a) <em>Assessment Scale of Social Responsibility Attitudes of Primary School Pupils </em>(EARSA-P, Monsalvo, 2012b), consisting of 23 items grouped into six factors (obedience in the family, polite and accepting the

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Nyakundi, Orpha, Grace Nyagah, Jeremiah Kalai, and Simon Munayi. "Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya." Journal of Education and Practice 4, no. 3 (2020): 26. http://dx.doi.org/10.47941/jep.458.

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Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the

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Steed, Mark S. "Nurture, Worship and Religious Integrity in Church Schools." Journal of Education and Christian Belief 2, no. 2 (1998): 127–37. http://dx.doi.org/10.1177/205699719800200207.

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THE AIM OF of this article is to discuss the parameters of what is and what is not legitimate practice in the context of Christian worship in Church schools. This paper claims that the notion of religious integrity lies at the heart of the issue and argues that Church schools have a responsibility not to violate the religious integrity of their pupils. Hence there must be a demarcation between those Christians who are participating in the act of worship and those non-Christians who are not.

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Komogorova, Maryna, Borys Maksymchuk, Olena Bernatska, et al. "Pedagogical Consolidation of Pupil-Athletes’ Knowledge of Humanities." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (2021): 168–87. http://dx.doi.org/10.18662/rrem/13.1/367.

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There appears to be the need to consolidate pupil-athletes’ knowledge of humanities (Ukrainian History, English, Ukrainian, Ukrainian literature), which greatly affect their emotional and value attitude towards the surrounding world, promote active life position and widen outlook, develop reading, linguistic and speech culture, enhance understanding of life meaning through the assimilation of ideals, universal values, norms of morality and patterns in behaviour culture. The research aims to disclose the impact of the developed system of assignments on the consolidation of knowledge of humaniti

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Merenkov, Anatoly. "In-Demand Body in Representations of Pupils." Logos et Praxis, no. 3 (December 2019): 78–87. http://dx.doi.org/10.15688/lp.jvolsu.2019.3.9.

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The article considers the ideas of young people aged 16–17 about the requirements of modern society to the external characteristics of the body, internal qualities of a person on the basis of empirical research. The objectives of the study were to identify opinions about what requirements are imposed by modern society to the external characteristics of the male and female body at this age, what practices are used to make the body attractive to people around, representatives of the other sex. The opinions of those moral and aesthetic qualities, the presence of which provides the inner beauty of

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