Academic literature on the topic 'School subject/discipline'
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Journal articles on the topic "School subject/discipline"
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Gelfman, Mary H. B. "Does the School Nurse Have a Role to Play in School Discipline?" Journal of School Nursing 18, no. 1 (February 2002): 48–53. http://dx.doi.org/10.1177/10598405020180010901.
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Student discipline has become a subject of increasing concern at local, state, and national levels. This article is a discussion of current federal, state, and local school district legal requirements for student discipline in public schools with examples that illustrate several issues that could or should involve a school nurse. A brief history of the legal developments in school discipline includes key U.S. Supreme Court decisions and Acts of Congress. School district options in policy development and disciplinary procedures are discussed. Some of the discipline incidents include issues of nurse–patient confidentiality.
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Stengel, Barbara S. "'Academic discipline' and 'school subject': Contestable curricular concepts." Journal of Curriculum Studies 29, no. 5 (September 1997): 585–602. http://dx.doi.org/10.1080/002202797183928.
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Neugebauer, Sabina R., and Elizabeth E. Blair. "“I Know How to Read and All, but . . .”: Disciplinary Reading Constructions of Middle School Students of Color." Journal of Literacy Research 52, no. 3 (July 13, 2020): 316–40. http://dx.doi.org/10.1177/1086296x20938780.
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This study explores the disciplinary literacy perspectives of middle school students of color attending urban parochial schools and the reader subject positions they took up across content-area classrooms. Qualitative analysis of 19 student interviews and accompanying observations of subject-area classes revealed that students’ constructions of reading, circumscribed by classroom literacy activities, inhibited discipline-specific reading subject positions. In particular, this study highlights how teachers’ reading activities promoted reading as being about accomplishing a task rather than being apprenticed in ways of taking discipline-specific knowledge from text. When the boundaries between students’ home literacy experiences and school disciplinary literacy experiences were more contiguous, and when more meaningful, authentic literacy experiences were provided, students evidenced deeper disciplinary literacy engagement. Educational implications, including troubling disciplinary knowledge to open the disciplines to wider ways of knowing and learning for all learners, are discussed.
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Klasnić, Irena, Marina Đuranović, and Nevenka Maras. "EFFECTIVE SCHOOL DISCIPLINE – THE PRECONDITION FOR SUCCESSFUL TEACHING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 229–39. http://dx.doi.org/10.17770/sie2018vol1.3125.
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Students and their behaviour at school has been the subject matter of many scientific texts. This article aims to present Croatian and international literature of the past 30 years on the subject of school discipline. School and classroom discipline, or lack thereof, is a problem that troubles many schools around the world. The article discusses the epistemological roots of the term discipline. Looking at discipline from a pedagogical point of view, it is not considered to mean unquestioned obedience, but a requirement for achieving a high quality learning and teaching process. As such, discipline does not represent the objective of the teaching process, but rather a means of ensuring optimal and encouraging circumstances, as well as harmonious cooperation between students and teachers. Working in such conditions is characterized by a high degree of commitment and motivation of all participants of the teaching process. The article presents possible causes of indiscipline, the importance of a teacher’s personality in achieving the desired discipline and possible strategies for classroom management. The authors present several suggestions that could help teachers practitioners in establishing and maintaining discipline.
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Ispa-Landa, Simone. "Persistently Harsh Punishments Amid Efforts to Reform: Using Tools From Social Psychology to Counteract Racial Bias in School Disciplinary Decisions." Educational Researcher 47, no. 6 (June 4, 2018): 384–90. http://dx.doi.org/10.3102/0013189x18779578.
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In response to concerns about overly harsh and racially inequitable school discipline, schools have introduced disciplinary reforms. However, even in schools where these reformative programs are present, many students continue to be subject to developmentally inappropriate discipline and striking racial gaps in disciplinary outcomes persist. Teachers’ implicit racial bias likely contributes to racial disparities in school discipline. In this article, I highlight two social psychological skills—perspective-taking and individuating—that have been found to reduce the effects of implicit bias in nonschool settings. I suggest that if developed in educators, these social psychological skills could also help reduce racial disparities in school discipline. I discuss implications for future research and policy.
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Zashikhina, I. M. "Academic Writing: A Discipline or Disciplines?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 2 (February 22, 2021): 134–43. http://dx.doi.org/10.31992/0869-3617-2021-30-2-134-143.
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In the last five years, the discipline “Academic Writing” in one form or another has become part of the programs of many Russian universities. The goal of the discipline is the achievement of academic literacy. Within the framework of state policy in education and the need to increase publication activity, the discipline should teach students, graduate students and researchers to write a scientific article in accordance with the requirements of highly rated journals. In Russian education, the model of teaching academic writing was adopted from Western educational discourse. Since the 2010s, university teachers introduce courses, focusing on the experience of Western colleagues and sharing the results achieved. Researchers of academic writing point out a number of problems in teaching students. It is noted that students experience difficulties in mastering the competencies of the course, and teachers are not satisfied with the results. A number of articles appear in the media discourse, the authors of which express doubts about the appropriateness of practice of academic writing borrowed from the Western educational space. Indeed, in Western educational institutions, the development of academic writing skills begins at school, and then an extensive standard program is implemented at universities, covering various subject and cross-subject areas, within which the discipline is taught. In Russia, university students are confronted with a new field of knowledge and find themselves in a whirlpool of new rules, abilities, skills, competencies that they have to master in a short period of study a far as at the undergraduate level. The Western academic writing program is hardly applicable to the realities of Russian education. This article attempts to find the reason for the difficulties in teaching the discipline of academic writing to Russian students. The results of the study on three different groups of students studying the discipline of academic writing are presented. As a way out of a problem situation, the author proposes to divide the discipline into three levels, each of which covers a number of educational competencies necessary to create a specific product within the framework of the academic text genre.
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Mnguni, Lindelani. "The Integration of Different Curriculum Ideologies in a School Science Subject." Education Sciences 11, no. 9 (September 16, 2021): 551. http://dx.doi.org/10.3390/educsci11090551.
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School science subjects may be informed by curriculum ideologies such as discipline-centered, service-centered, student-centered, or citizen-centered ideologies. The distinct characteristics of each ideology complicate the extent to which science subjects could integrate different curriculum ideologies. Consequently, the present research explored how different curriculum ideologies are reflected in a school science subject. Natural Sciences was used as a case study that followed a mixed-methods approach. Inductive content analysis was performed on the curriculum document to determine its foregrounding curriculum ideologies using a validated open-ended instrument. Findings indicate that Natural Sciences integrates four curriculum ideologies concurrently. These are the student-centered ideology, service-centered ideology, discipline-centered ideology, and citizenship-centered ideology. However, while attempting to adopt multi-curriculum ideologies, the subject could not ensure equal representation of these ideologies. For example, citizenship-centered ideology received the least representation even though it is the ideology most related to the imperatives of social empowerment. It is concluded that the integration of different ideologies may lead to teaching difficulties where teachers find it challenging to adapt teaching methods that satisfy all four curriculum ideologies. Additionally, students in different schools may be taught according to different curriculum ideology principles, leading to inconsistencies in attained learning outcomes.
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Oliveira, Fabio Alves Gomes de, and Mariana Santiago Tavares. "Disciplina e Subjetivação: o sujeito no contexto escolar neoliberal." Revista Educação e Emancipação 11, no. 3 (September 19, 2018): 159. http://dx.doi.org/10.18764/2358-4319.v11n3p159-176.
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Este trabalho tem o propósito de investigar a produção do sujeito no contexto escolar neoliberal, a partir de Michel Foucault. Para tal, analisaremos de que maneira os dispositivos disciplinares atuam sobre os corpos desses sujeitos no contexto escolar como um todo para que, em um segundo momento, se possa refletir sobre as especificidades desses dispositivos no contexto neoliberal. Tal equação se traduz na forma do binômio: construir/fabricar sujeitos, compreendido também pelo processo de subjetivação. Portanto, este trabalho objetiva analisar os conceitos de disciplina e subjetivação em Foucault como forma de melhor compreender as influências do contexto neoliberal nos espaços de ensino contemporâneos.Palavras-chave: Escola. Subjetivação. Disciplina. Discipline and Subjectivation: the subject in the neoliberal school contextABSTRACT This work aims to investigate the formation of the subject in Michel. Foucault. To do so, we will analyze how disciplinary devices act on the bodies on these subjects in the school context, then in a second moment we can reflect on specificities of these devices in the neoliberal context. This equation translates itself into the binomial form: frame / create subjects, understood also by the process of subjectivation. Therefore, this work aims to analyze the concepts of discipline and subjectivation in Foucault in a way to better understand the influences of the neoliberal context in contemporary educational spaces.Keywords: School. Subjectivation. Discipline. Disciplina y Subjetivación: del sujeto en el contexto escolar neoliberalRESUMENEste trabajo tiene el propósito de investigar la producción del sujeto en el contexto escolar neoliberal, a partir de Michel Foucault. Para ello, analizaremos de qué manera los dispositivos disciplinares actúan sobre los cuerpos de esos sujetos en el contexto escolar como un todo para que, en un segundo momento, podamos reflexionar sobre las especificidades de esos dispositivos en el contexto neoliberal. Esta ecuación se traduce en la forma del binomio: construir / fabricar sujetos, comprendido también por el proceso de subjetivación. Por lo tanto, este trabajo objetiva analizar los conceptos de disciplina y subjetivación en Foucault como forma de comprender mejor las influencias del contexto neoliberal en los espacios de enseñanza contemporáneos.Palabras clave: Escuela. La subjetividade. La disciplina.
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Darmaji, Darmaji, Astalini Astalini, Dwi Agus Kurniawan, and Rahmat Perdana. "A study relationship attitude toward physics, motivation, and character discipline students senior high school, in Indonesia." International Journal of Learning and Teaching 11, no. 3 (July 31, 2019): 99–109. http://dx.doi.org/10.18844/ijlt.v11i3.4207.
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This research to see students’ attitude toward in physics learning, student motivation in physics learning, discipline student in physics learning, and the relationship between students’ motivation and attitudes toward physics subject. Using correlational quantitative research with correlational design, the subjects of the study were students of 612 students in senior high school Batanghari and Muaro Jambi district Provence Jambi, Indonesia. Instruments research is questionnaires attitude, motivation, and discipline. Analytical techniques are using descriptive statistics and inferential. The results the three indicators of student attitudes show good results, and for motivation and discipline students also show good results, with these results, there is a relationship between attitudes, motivation, and student discipline. Recommendation, therefore, it is very important for teachers to implement learning that fosters attitudes, motivation, and discipline of students in learning.
Keywords: Attitude toward physics, motivation, discipline;
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Shultz, Harris S. "Internal Rate of Return." Mathematics Teacher 98, no. 8 (April 2005): 531–33. http://dx.doi.org/10.5951/mt.98.8.0531.
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The Principles and Standards for School Mathematics (NCTM 2000, pp. 65–66) states, “School mathematics experiences at all levels should include opportunities to learn about mathematics by working on problems arising in contexts outside of mathematics. These connections can be to other subject areas and disciplines as well as to students' daily lives.” In this article we shall see that the discipline of finance can provide rich real–life applications of mathematics.
Dissertations / Theses on the topic "School subject/discipline"
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Newman, Neville Frederick. "The subject of a disciplined space : power relations in England's nineteenth-century monitorial schools /." *McMaster only, 1998.
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Dufour, Marie. "Les pratiques d'affichage : points communs et variations selon les disciplines et les modes de travail pédagogiques." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30002/document.
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Cette recherche de thèse questionne la dimension matérielle des pratiques, et plus particulièrement celle concernant les outils d’enseignement et d’apprentissages que constituent les affiches. Mon objet de recherche se construit dans l’analyse du discours des enseignants et de celui des élèves. Je tente d’identifier leurs représentations et leurs conceptions de l’affiche, telles qu’ils disent la pratiquer, telles qu’ils s’y investissent selon les pédagogies qu’ils mettent en place. La caractérisation des pratiques d’affichage selon les disciplines scolaires contribue à des modélisations dans les espaces didactique et institutionnel, dans celui des manuels scolaires, des pratiques enseignantes et des pratiques des élèvesThis thesis research questions the material dimension of practices, especially that concerning the teaching and learning tools that are posters. The topic of my research is built into the analysis of the speech of teachers and the pupils. I try to identify their representations and views of the poster, as they say the practice, as they invest themselves according to the teaching methods they implement. The characterization of the poster practices according to the practical school subjects contribute to modeling in teaching and institutional spaces, in one of textbooks, teaching practices and pupils practices
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Yu, Jingjing. "Conscience disciplinaire et vécu dans les différentes disciplines scolaires à la fin du collège." Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H003.
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Cette thèse interroge la notion de disciplines scolaires en étudiant les manières dont les élèves les reconstruisent et se les approprient et, plus précisément, en mobilisant les concepts de « conscience disciplinaire » et de « vécu disciplinaire ». Son objet de recherche se construit donc via l’analyse du discours des élèves. Il s’agit d’identifier leurs formes de conscience disciplinaire au travers des désignations, des finalités, des contenus qu’ils attribuent aux disciplines, des critères de repérage et de réussite dont ils se servent, ainsi que des manières dont ils disent vivre et ressentir les disciplines scolaires. La thèse a ainsi permis de mettre au jour les similitudes et les particularités de plusieurs disciplines scolaires (Français, Mathématiques, Anglais, Education physique et sportive) aux yeux des élèves de différents niveaux du cursus scolaire : fin du primaire et fin du collègeThis research work studies the notion of school subject or discipline by examining the ways in which pupils reconstruct and appropriate school subjects and, more specifically, by mobilizing the concepts of "disciplinary awareness" and "disciplinary experience". This research work lays emphasis on the discourse analysis of pupils while identifying the forms of disciplinary awareness through the following criteria: designation, finality, content assigned by pupils to school subjects, the yardstick of success strategy adopted as well as the way the pupils experience school subjects.Thus, the research brought to light the similarities and peculiarities of several school subjects (French, Mathematics, English, Physical Education) at different levels in the school curriculum: last year of primary school and middle school
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Mello, Bruno Falararo de. "Uma leitura da climatologia escolar em livros didáticos de Geografia (1967-2013) /." Rio Claro, 2020. http://hdl.handle.net/11449/192396.
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Orientador: João Pedro PezzatoResumo: O livro didático é parte integrante da cultura escolar. Sua relevância na escola moderna foi se ampliando à medida que se tornou instrumento de apoio quase indispensável aos professores e aos alunos, em razão de democratizar o acesso aos conteúdos concernentes ao campo do saber de uma disciplina escolar. Na história da Geografia escolar brasileira, o livro didático assume particular relevância a partir das primeiras décadas do século XX, com as obras do professor Carlos Miguel Delgado de Carvalho. O objetivo deste estudo é a análise dos conteúdos de climatologia escolar em livros didáticos de Geografia para o Ensino Médio em perspectiva diacrônica. O período escolhido abrange a década de 1960 até a década de 2010. Foram selecionados cinco livros didáticos, pertencentes a autores da Geografia escolar brasileira: os livros O Mundo em que vivemos e Terra brasileira, de Aroldo de Azevedo, da década de 1960; o livro Geografia geral, de Elian Alabi Lucci, da década de 1980; o livro Panorama geográfico do Brasil, de Melhem Adas, da década de 1980; o livro Geografia: contextos e redes – volume I, de Angela Corrêa da Silva, Nelson Bacic Olic e Rui Lozano, da década de 2010. Além dos conteúdos específicos de climatologia escolar, analisamos as intenções dos autores por meio de seus discursos, presentes nos prefácios, capítulos introdutórios e partes específicas para o professor. Adotamos como método investigativo o chamado paradigma indiciário, um ramo da hermenêutica. Desse modo, proc... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The textbook is an integral part of school culture. Its relevance in the modern school has expanded as it has become an extremelly essential support instrument for teachers and students, due to the democratization of access to content concerning the field of knowledge of a school subject. In the history of Brazilian school geography, the textbook assumes unique relevance from the first decades of the twentieth century, with the works of Carlos Miguel Delgado de Carvalho. The aim of this study is the analysis of the contents of school climatology in Geography textbooks for high school in a diachronic perspective. The period chosen ranged from the 1960s to the 2010s. Five textbooks belonging to authors of Brazilian school geography were chosen: the books O Mundo em que vivemos e Terra Brasileira, by Aroldo de Azevedo, from the 1960s; the book Geografia geral, by Elian Alabi Lucci, from the 1980s; the book Panorama geográfico do Brasil, by Melhem Adas, from the 1980s; the book Geografia : contextos e redes – volume I, of Angela Corrêa da Silva, Nelson Bacic Olic and Rui Lozano, from the 2010s. In addition to the specific contents of school climatology, we analyzed the authors' intentions through their speeches, present in the prefaces, introductory chapters and specific parts for the teacher. We adopted as an investigative method the so-called indiciary paradigm, a branch of hermeneutics. Thus, we carried out an investigation that contemplates not only the relationship of the of... (Complete abstract click electronic access below)
Résumé: Le manuel scolaire est partie intégrant de la culture scolaire. Sa pertinence dans l'école moderne s'est élargie quand il est devenu un instrument de soutien important aux enseignants et aux élèves, en raison de la démocratisation de l'accès aux contenus concernant le domaine de la connaissance d'une discipline scolaire. Dans l'histoire de la géographie scolaire brésilienne, le manuel scolaire a une pertinence particulière dès les premières décennies du XXe siècle, avec les travaux du professeur Carlos Miguel Delgado de Carvalho. L'objectif de cette étude est d'analyser le contenu de la climatologie scolaire dans les manuels de géographie du secondaire dans une perspective diachronique. La période choisie part des années 1960 jusqu’aux années 2010. Des cinq manuels appartenant à des auteurs de la géographie scolaire brésilienne ont été sélectionnés: les manuels scolaires O Mundo em que vivemos et Terra Brasileira, de Aroldo de Azevedo, des années 1960; le manuel scolaire Geografia geral, de Elian Alabi Lucci, des années 1980; le manuel scolaire Panorama geográfico do Brasil, de Melhem Adas, des années 1980; le manuel scolaire Geografia: contextos e redes – volume I, de Angela Corrêa da Silva, Nelson Bacic Olic et Rui Lozano, des années 2010. En plus, du contenu spécifique de la climatologie scolaire, nous avons analysé les intentions des auteurs à travers leurs discours, présentes dans les préfaces, chapitres d'introduction et parties spécifiques pour l'enseignant. Nous avons... (Résumé complet accès életronique ci-dessous)
Doutor
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Newman, Neville F. "The subject of a disciplined space, power relations in England's nineteenth-century monitorial schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0006/NQ42867.pdf.
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Ramos, Tacita Ansanello 1984. "Culturas escolares : o lugar da quimica e os consumos de propostas curriculares para o ensino medio." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252053.
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Orientador: Maria Ines de Freitas Petrucci dos Santos RosaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-10T21:16:42Z (GMT). No. of bitstreams: 1 Ramos_TacitaAnsanello_M.pdf: 2954291 bytes, checksum: d5ecbc6834223e2fe698d4c59286608a (MD5) Previous issue date: 2008
Resumo: A pesquisa desenvolvida teve por finalidade, através do estudo da cultura escolar feito numa perspectiva etnográfica e das narrativas de professores, investigar que discursos vêm sendo produzidos no cotidiano escolar a respeito de um possível lugar (CERTEAU, 1994) para a disciplina química. Dentro desse contexto, procurou-se encontrar possíveis indícios de como esses discursos estão relacionados aos diversos consumos das propostas curriculares nacionais iniciadas após os anos 1990, mais especificamente os Parâmetros Curriculares Nacionais para o Ensino Médio de 1999/2000 e as Orientações Curriculares Nacionais para o Ensino Médio de 2004/2006
Abstract: Through the study of school culture made in a ethnographic perspective and with teacher¿s narratives, the objective of this research is to investigate the discourses produced in the school daily life regarding a possible place (CERTEAU, 1994) to the chemistry subject. This work intends to look for possible evidences of how these discourses are related to the different consumptions of the national curricular proposals at nineties, specifically National Curricular Parameters for the High School of 1999/2000 and the National Curricular Orientations for the High School of 2004/2006
Mestrado
Ensino e Práticas Culturais
Mestre em Educação
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Santos, Elias Souza dos. "Educação musical escolar em Sergipe: uma análise das práticas da disciplina Canto Orfeônico na Escola Normal de Aracaju (1934-1971)." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29112012-104629/.
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O presente trabalho objetiva analisar as práticas da disciplina Canto Orfeônico, na Escola Normal de Aracaju, no período de 1934 a 1971. A importância desta investigação consiste no fato de que procura informar, através dos indícios, a existência do ensino musical escolar, ainda no período imperial. Tal ensino, aos poucos, foi se desenvolvendo, assumiu objetivos, métodos, funcionamentos diferentes, produziu materiais didáticos, recebeu várias denominações e, nos primeiros anos da Revolução de 1930, se denominou Canto Orfeônico constituindo-se, assim, uma disciplina obrigatória no currículo da escola brasileira até 1971. O estudo ancora-se nos autores da Cultura Escolar - Chervel (1990), Goodson (1990), Julia (2001), Forquin (1992), Viñao Frago (2008), Bittencourt (2003), Faria Filho (2002), Oliveira (2007), Souza (2005), Bencostta (2010), Ranzi (2007), Valdemarin (2007), entre outros - e tem como pressuposto teórico-metodológico as abordagens da História Cultural, sobretudo os conceitos defendidos por Le Goff (1984). Trabalhamos com as categorias cultura escolar, cultura material escolar e disciplina escolar. Para tanto, utilizamos um corpus documental diversificado (fontes escritas, como livros, dissertações, teses, jornais, leis, decretos, ofícios, diplomas, certificados, autobiografias e orais, entrevistas com ex-normalistas, ex-professores e, por fim, iconográficas), tendo como propósito uma apreensão mais alargada do objeto de investigação. O exame das fontes demonstrou que, depois da década de 30, a educação musical escolar, na modalidade do Canto Orfeônico, no Brasil e em Sergipe, foi muito bem planejada, articulada ao sistema político de governo, mobilizou massas escolares e concebeu um profissional docente especializado (professor de música). Alguns aspectos das histórias de vida e percursos de formação de professores (as) de Canto Orfeônico foram discutidos com base em Goodson (2000), Lawn (2000), Moita (2000), Nóvoa (2000), Huberman (2000), Sirinelli (2003), entre outros. O processo de institucionalização da profissão docente mobilizou os (as) professores (as) sergipanos (as), no sentido da obtenção de certificados de sua profissão. As práticas orfeônicas em Sergipe seguiram as determinações da legislação federal, mas, pelas peculiaridades da cultura local, assumiu características diferentes de outros estados do Brasil. Contudo, o ritual do culto à pátria - hinos e canções patrióticas -, a valorização dos heróis sergipanos, brasileiros e dos símbolos nacionais são características que marcaram as práticas dessa disciplina em quase todos os estados do Brasil. Em Sergipe, as práticas dessa disciplina foram inseridas, primeiramente, no currículo da Escola Normal de Aracaju e, posteriormente, nos demais estabelecimentos de ensino. A disciplina alcançou um período de êxito (1934 a 1955), porém, em 1956, começou a decair, chegando a ser extinta em 1971. A análise dos documentos oficiais (governo federal), dos documentos normativos (Escola Normal) e dos depoimentos (fontes orais) denotou contradições, ou seja, nem sempre as determinações dos documentos oficiais (currículo pré-ativo) se efetivaram na prática cotidiana da sala de aula (currículo ativo). De um modo geral, no período de 1934 a 1971, a história da disciplina Canto Orfeônico em Sergipe revelou continuidades, rupturas e contradições, mas, mesmo assim, o ensino cumpriu com seus objetivos, pois incutiu uma representação patriótica e nacionalista no imaginário social de muitas gerações de escolares.This paper aims to analyze the practices of the subject Choral Music in the Normal School of Aracaju, in the period 1934 to 1971. The importance of this research is in the fact of informing, through of evidence, the existence of school music education, still in the imperial period. This teaching, gradually, has developed, assumed goals, methods, different operations, produced educational materials, had several names and, in the early years of the Revolution of 1930, was called Choral Music and from this period became a compulsory subject in the Brazilian school until 1971. For the construction of this paper were used authors of School Culture as a - Chervel (1990), Goodson (1990), Julia (2001), Forquin (1992), Nóvoa (2000), Viñao Frago (2008), Bittencourt (2003), Faria Filho (2002), Oliveira (2007), Souza (2005), Bencostta (2010), Ranzi (2007), Valdemarin (2007), among others - and is based on the theories and methods of Cultural History, especially the concepts defended by Le Goff (1984). We work with the categories: school culture, school material culture and subject school. Were used several documents (written sources, such as books, dissertations, theses, newspapers, laws, decrees, written and formal communication, diplomas, certificates, autobiographies and oral, interviews with former students, former teachers and, finally, iconographies), with the objective of having a broad knowledge of the object of study. The study of the sources showed that after the 30s, the school music education of Choral Music in Brazil and Sergipe, was very well planned, jointed with the political system of government, mobilized the schools and formed a professional school skilled (music teacher). Some aspects of life histories and trajectories of the formation of teachers of Choral Music were discussed based on Goodson (2000), Lawn (2000), Moita (2000), Nóvoa (2000), Huberman (2000), Sirinelli (2003), among others. The process of establishment of the teaching profession mobilized the teachers in Sergipe, with the objective to obtain certification of the profession. The process of instituting the role of music teacher caused a mobilization between the teachers of Sergipe, who sought to build the certification of their profession. The practices of Choral Music in Sergipe obeyed the determinations of governmental law, but by the peculiarities of local culture, took on different characteristics from other states in Brazil. However, the ritual of devotion to country - hymns and patriotic songs - and the appreciation of heroes of Sergipe and Brazil, and national symbols are characteristics that marked the practice of this subject in almost all states of Brazil. In Sergipe, the practices of this subject were introduced first, in the curriculum of the Normal School of Aracaju and later in other schools. The subject has reached a successful period (1934-1955), but in 1956 began to decline, becoming extinct in 1971. The analysis of official documents (government), documents of Normal School, and testimony (oral sources) showed inconsistencies, in other words, not always the determination of official documents reached to the classroom. In general, the period from 1934 to 1971, the history of the subject Choral Music in Sergipe exposed continuities, severances and contradictions, but, the school fulfilled its objectives, because transmitted a patriotic and nationalist representation in the social imaginary of many generations of students.
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Leite, Maria Cristina Stello. "\"Faz sentido?\" - práticas docentes no ensino médio na disciplina sociologia: um estudo na rede pública do estado de São Paulo." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09122014-122559/.
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A Sociologia, a partir do seu retorno à educação básica como disciplina escolar obrigatória, no ano de 2009 no estado de São Paulo, tornou-se palco de discussões que refletiam sobre seus objetivos, currículo, material didático, condições de trabalho e formação docente. Sua trajetória histórica intermitente pelo currículo trouxe implicações para as pesquisas voltadas a esta temática que, mesmo existindo em número considerável, constituem ainda escassas referências para aqueles e aquelas que se aventuram no ensino de Sociologia. Nesta pesquisa, que tem por objeto de estudo as práticas docentes de um professor e uma professora de Sociologia da rede pública de ensino do estado de São Paulo, compreende-se a escola e seus agentes como produtores de cultura e, por isso, analisa-se aquilo que professores/as de Sociologia realizam na sala de aula. Acredita-se que estas análises realizadas sobre práticas observadas em uma mesma escola dizem respeito a condições e questões que perpassam o nível individual e ao mesmo tempo contribuem para discussões relacionadas tanto ao que é específico da rede estadual paulista quanto ao que está se configurando como próprio da Sociologia no formato de disciplina escolar.Sociology, from its return to basic education as a mandatory subject in the State of São Paulo, in 2009, has become object of discussions regarding its objectives, curriculum, teaching resources, work environment and teacher formation. Its intermittent historical trajectory in the curriculum has brought about some implications to the research in the area, which, even though existing to a considerable extent, still yields scarce references to those who venture teaching Sociology. The present research, based upon the teaching practice of two São Paulo public-school Sociology teachers, a man and a woman, understands the school and its agents as culture producers and, therefore, analyses what Sociology teachers actually do in the classroom. We believe the analysis performed about practices observed in a single school regard conditions and questions which pervade the individual level, yet contribute to discussions related both to specificities of São Paulos public school and to what has been coming forth as belonging to Sociology as school subject.
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Oliveira, Ana de. "Políticas de currículo: lutas pela significação no campo da disciplina História." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5314.
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Este trabalho tem como temática as políticas curriculares circunscritas à análise de processos articulatórios no campo disciplinar da História. Defendo que a Teoria do Discurso de Ernesto Laclau é mais potente para a compreensão de como sujeitos atuam na produção de políticas e de como seus significados são discursivamente produzidos e hegemonizados. Articulo os aportes teórico-metodológicos da Teoria do Discurso aos do Ciclo Contínuo de Produção de Políticas de Stephen Ball, retomando sua defesa de currículo como texto, mas questionando o risco de reintrodução de uma centralidade no processo de significação das políticas. De igual modo, articulo à Teoria do Discurso os aportes da História das Disciplinas Escolares de Ivor Goodson, recuperando sua defesa de que significados disciplinares são negociados nos processos de hegemonização, mas questionando o risco de essencialização dos sujeitos bem como sua subjetivação anterior à articulação política. Com essa construção teórica híbrida, defendo a concepção de currículo como política cultural discursiva e a delimitação de um campo discursivo disciplinar da História como campo ressignificador das políticas curriculares. Reforço os argumentos sobre as potencialidades da Teoria do Discurso a partir de analogias com a linguagem, conferindo centralidade aos conceitos imbricados de metonimização e metaforização e de lógica do significante. A partir de uma das ferramentas da Linguística de Corpus, o programa Wordsmith Tools 5, submeto à análise, por um de seus instrumentos o Concord , o material empírico selecionado. Assim, identifico nas edições da Revista Brasileira de História e da Revista História Hoje publicações da Associação Nacional de História (ANPUH); em Pareceres, Diretrizes, Orientações e Parâmetros Curriculares, dentre outros textos chancelados pelo Estado brasileiro no período compreendido entre os anos de 1960 e 2010; e, em seis entrevistas, a forma como nesses textos se significa conhecimento histórico, destacando a superposição de sentidos. Por fim, defendo, como nos processos de significação, sentidos se deslocam e se condensam simultaneamente, tornando hegemônica a concepção embutida na metáfora de História como construção. Identifico processos de subjetivação nos quais atores sociais, defendendo a centralidade do conhecimento histórico, constituem uma identidade da História, antagonizando-se a outros que constituem uma identidade pedagógica na luta pela hegemonização de sentidos nas políticas curriculares.This thesis focuses on the curriculum policies which are inserted in the analysis of articulatory processes in the subject field of History. I defend that Ernesto Laclaus Discourse Theory is more effective for the understanding of how subjects act in the making of policies and how their meanings are produced and hegemonized through discourse. I articulate the methodological and theoretical contributions of the Discourse Theory to the contributions of Policy Cycle Approach proposes by Stephen Ball, retaking is defense of curriculum as text but putting in question the risk of the reintroduction of a centrality in the process of the meaning of the policies. I equally link the Discourse Theory to the Goodsons History of School Subjects, recovering his defense that the meanings of the school subjects are negotiated in the processes of hegemonization, but I put in question the risk of essencialization of the subjects as well as their subjectivation being prior to the political articulation. Based on this hybrid theoretical construction I defend the conception of curriculum as a discoursive cultural policy and the delimitation of a subject discoursive field of History as a field that sets new meanings to the curriculum policies. I reinforce the arguments about the potentialities of the Discourse Theory making analogies with language by giving centrality to the imbricated concepts of metonimization and metaphorization and those of logic of the significant. I submit the selected empiric material to analysis based on a tool of the Corpus Linguistics tools, the program Wordsmith Tools 5, through one of its instruments the Concord. Thus in the issues of The Brazilian Magazine of History (Revista Brasileira de História) and of the History Magazine Today (Revista História Hoje) publications of the History National Association (ANPUH); in official documents such as Reports, Directions, Orientations and National Parameters (Parâmetros Curriculares Nacionais), among other texts released by the Brazilian State between 1960s and 2010; and in six interviews, I identify the way in which in these previously mentioned texts the historic knowledge is meant by highlighting the superposition of meanings. Finally I defend how meanings are dislocate and condensed simultaneously in the processes of signification, making the conception embedded in the metaphor History as construction hegemonic. I identify subjectivation processes in which social actors constitute an identity of History by defending a centrality of the historic knowledge and in which they act in antagonism to others that constitute a pedagogic identity in the struggle for the hegemonization of meanings in the curriculum policies.
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Vieira, Priscila Oliveira. "¿\"Español sin fronteras\"? Ou entre fronteiras projetadas pelo imaginário e pelo real?" Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-09112012-122007/.
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Neste trabalho, partimos da hipótese de que a língua espanhola (LE) aparece vinculada a um imaginário a partir do qual se materializam determinados enunciados, recorrentes em certas práticas discursivas do espaço escolar, que atribuem a essa língua um estatuto o qual caracterizamos como não disciplinar. Assim, objetivamos analisar os sentidos que compõem esse imaginário no espaço de enunciação escolar por meio da análise de um elemento importante no processo de ensino-aprendizagem dentro desse espaço: o livro didático. Para tanto, selecionamos como objeto central de nosso estudo uma coleção didática de LE de presença expressiva no ensino fundamental: a coleção Español sin fronteras (ESF), lançada em 1996 e reeditada em 2002 e em 2007, pela editora Scipione. Adotamos a vertente teórica da Análise do Discurso de linha francesa e, dessa perspectiva, colocamos a referida coleção em relações de sentido com suas condições de produção, num sentido amplo; portanto, essa análise abrange, também, o gesto de estabelecer relações com séries de sentidos constituídas no funcionamento da memória discursiva sobre o espanhol no Brasil e, de maneira específica, no que se refere a seu ensino-aprendizagem no espaço escolar. Para desenvolver essa análise, organizamos esta dissertação em duas partes. Na primeira delas, analisamos como a LE é significada no arquivo jurídico, num recorte que atende, especificamente, ao ensino de línguas estrangeiras na escola e, estritamente, à língua espanhola. Além disso, identificamos séries de sentidos no funcionamento da memória discursiva sobre a LE e as interpretamos com base em textos introdutórios (paratextos) de certos instrumentos linguísticos, parte dos quais, acreditamos que também tenham tido uma presença expressiva no ensino dessa língua, entre os anos de 1930 a 1980, no espaço escolar. Na segunda parte, enfocamos nosso objeto central, a coleção ESF, em suas reedições a partir de três de seus elementos paratextuais (título, capas e apresentações) a fim de analisar como a LE é (re)significada. Por meio do estudo realizado nessas duas partes poderemos, de um lado, observar que na constituição da memória discursiva sobre o ensino-aprendizagem de espanhol no Brasil predominaram, historicamente, os sentidos de facilidade e de informalidade; e, de outro, considerar que tais sentidos nos permitiriam compreender por que, no espaço de enunciação escolar, mesmo em tempos nos quais essa língua é apregoada como veicular, ela não se filia a um estatuto disciplinar não conseguindo, portanto, ocupar o lugar de uma disciplina nesse espaço.We start this work from the assumption that the Spanish language (SL) is connected to the imaginary in which some statements repeatedly materialize themselves in certain discursive practices in school, giving to this language the status that we carectarize as non academic. According to this, we intend to analyze the senses that compose this imaginary in the school enunciation through an important element in the teaching-learning process: the textbook. To do so, we select as our study central object a SL collection of teaching materials which has expressive presence in primary school in Brazil: the Español sin fronteras (ESF) Spanish without borders collection, released in 1996 and republished in 2002 and 2007, by Scipione publishers. We adopt the French Discourse Analisis theory and, from this perspective, we put the referred collection in relation with its production conditions, in a broad sense; therefore, this analysis also covers the gesture of stablishing relations with senses series constituted in the functioning of discoursive memory about Spanish in Brazil, and in a specific way, referring to its teaching-learning process in school. To develop this analysis, we organize this dissertation in two parts. In the first one, we analyse how the SL signifies in the legal files, in a selection that refers specifically to teaching foreign languages in school and restrictively to the Spanish language. Besides, we identify senses series in the functioning of discoursive memory about SL and we interpret them on basis of introductory texts (paratexts) in certain language instruments, some of what we believe that have also had expressive presence in teaching this language at school between the 1930s and 1980s. In the second part we focus on our central object, the ESF collection, in its republished versions our starting point being its three paratexts (title, covers and introduction) in order to analyse how the SL is (re)signified. Through the study performed in the two first parts we will be able, on the one hand, to observe that in the constitution of the discoursive memory about the Spanish teachinglearning process in Brazil, the senses of informality and being easy have historically predominated; and on the other hand we consider that such senses would allow us to understand why, in the space of school enunciation, even in times in which this language is proclaimed as a vehicular one, it does not affiliate itself to a school subject status and because of that it does not get to occupy the place of a school subject in this space.
Books on the topic "School subject/discipline"
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Discipline: The most important subject we teach. Lanham, Md: University Press of America, 1990.
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Fountain, Joanna F. Subject headings for school and public libraries: An LCSH/Sears companion. 4th ed. Santa Barbara, Calif: Libraries Unlimited, 2012.
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Bell, Soares Lina, ed. How to integrate comprehension, vocabulary, and writing across the disciplines: Questions from the classroom. Westerville, Ohio: Association for Middle Level Education, 2015.
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Fountain, Joanna F. Subject headings for school and public libraries: An LCSH/Sears companion. 3rd ed. Englewood, Colo: Libraries Unlimited, 2001.
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Fountain, Joanna F. Subject headings for school and public libraries: An LCSH/Sears companion. 2nd ed. Englewood, Colo: Libraries Unlimited, 1996.
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Parker, Robert P. The consequences of writing: Enhancing learning in the disciplines. Upper Montclair, N.J: Boynton/Cook, 1987.
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Riddle, Weihs Jean, ed. Standard cataloging for school and public libraries. 3rd ed. Englewood, Colo: Libraries Unlimited, 2001.
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Riddle, Weihs Jean, ed. Standard cataloging for school and public libraries. 2nd ed. Englewood, Colo: Libraries Unlimited, 1996.
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Riddle, Weihs Jean, ed. Standard cataloging for school and public libraries. Englewood, Colo: Libraries Unlimited, 1990.
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Riddle, Weihs Jean, ed. Standard cataloging for school and public libraries. 4th ed. Westport, Conn: Libraries Unlimited, 2007.
Find full textBook chapters on the topic "School subject/discipline"
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de Cássia Fernandes Hegeto, Léia. "Didactics as a School Discipline: A Study of General Didactics Textbooks." In Textbooks and Educational Media: Perspectives from Subject Education, 193–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_15.
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Kern, Margaret L., and Jessica A. Taylor. "Systems Informed Positive Education." In The Palgrave Handbook of Positive Education, 109–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_5.
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AbstractPositive psychology as a discipline has focused primarily on understanding and building individual wellbeing. But the application of positive psychology within schools brings a number of challenges that transcend simplistic approaches. Schools are dynamic in nature and subject to numerous pressures and competing priorities. Positive psychology interventions can be helpful, some of the time, for some people, but there is a need to identify and transcend the limiting paradigms that drive our research, practices, and beliefs, moving beyond simplistic interventions and programs to broader awareness and mindful action. Systems Informed Positive Education (SIPE) explicitly incorporates aspects of the systems sciences into positive education practice and pedagogy to cultivate optimal learning environments that bring out the best in each individual and of the school community as a whole. This chapter describes SIPE, illustrates SIPE in action, and highlights key principles and their implications for embedding wellbeing at the heart of education.
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Walper, Lena Mareike, Katharina Pollmeier, Kim Lange, Thilo Kleickmann, and Kornelia Möller. "From General Science Teaching to Discipline-Specific Science Teaching: Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School." In Insights from Research in Science Teaching and Learning, 271–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20074-3_18.
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Wittmann, Erich Christian. "Mathematics Education as a ‘Design Science’." In Connecting Mathematics and Mathematics Education, 77–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_6.
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AbstractMathematics education (didactics of mathematics) cannot grow without close relationships to mathematics, psychology, pedagogy and other areas. However, there is the risk that by adopting standards, methods and research contexts from other well-established disciplines, the applied nature of mathematics education may be undermined. In order to preserve the specific status and the relative autonomy of mathematics education, the suggestion to conceive of mathematics education as a “design science” is made. In a paper presented to the twenty second Annual Meeting of German mathematics educators in 1988 Heinrich Bauersfeld presented some views on the perspectives and prospects of mathematics education. It was his intention to stimulate a critical reflection’among the members of the community’ on what they do and what they could and should do in the future (Bauersfeld 1988). The early seventies have witnessed a vivid programmatic discussion on the role and nature of mathematics education in the German speaking part of Europe (cf., the papers by Bigalke, Griesel, Wittmann, Freudenthal, Otte, Dress and Tietz in the special issue 74/3 of the Zentralblatt für Didaktik der Mathematik as well as Krygowska 1972). Since then the status of mathematics education has not been considered on a larger scale despite the contributions by Bigalke (1985) and Winter (1986). So the time is overdue for redefining the basic orientation for research; therefore, Bauersfeld’s talk could hardly have been more appropriate. In recent years the interest in a better understanding of the nature and role of mathematics education has also grown considerably at the international level as indicated, for example, by the ICMI-study on ‘What is research in mathematics education and what are its results?’ launched in 1992 (cf., Balacheff et al. 1992). The following considerations are intended both as a critical analysis of the present situation and an attempt to capture the specificity of mathematics education. Like Bauersfeld, the author presents them ‘in full subjectivity and in a concise way’ as a kind of ‘thinking aloud about our profession’. (The present paper concentrates on the didactics of mathematics although the line of argument pertains equally to the didactics of other subjects and also to education in general (cf., Clifford and Guthrie 1988, a detailed study on the identity crisis of the Schools of Education at the leading American universities).)
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Tyilo, Nonzukiso, and Jenny Shumba. "Guidance and Counselling Through the Teaching of Life Orientation." In Addressing Multicultural Needs in School Guidance and Counseling, 277–91. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch013.
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The education system in South Africa is exacerbated with challenges that influence the effective teaching and learning in school, for example, discipline, substance abuse, teenage pregnancy, low self-esteem, lack of positive role models, peer pressure, poor study habits, poverty, etc. Guidance and counselling nurture learners to make informed decisions and about life and this deepens learners' self-knowledge, beliefs, interests, etc. Since the dawn of democratic government in South Africa, guidance was phased out in schools and replaced with Life Orientation (LO). LO as a compulsory subject focuses on self in relation to others and society. It addresses skills, knowledge, and values for people to adopt a healthy lifestyle, involved in solving problems and make informed decisions. The teaching LO in schools prepares and empowers learners to become responsible citizens. The chapter aims to help LO teachers to understand the key role of LO in schools, in the midst of the challenges.
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Coronella, Stefano, and Lucrezia Santaniello. "Gino Zappa: il fondatore dell’Economia aziendale." In Le discipline economiche e aziendali nei 150 anni di storia di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-255-0/006.
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Gino Zappa, eminent Professor at Ca’ Foscari, is known as the founder of the Economia Aziendale – Business Administration – the new scientific discipline which merges accounting, operations and organization into one broader subject. He also deserves to be credited as he introduced the inductive-deductive research method in business administration studies, he devised the income system, he advocated the economic view of the entity’s wealth, thus providing new and modern notions for business firms. The school Gino Zappa founded is very important too. Indeed, his pupils included Aldo Amaduzzi, Lino Azzini, Teodoro D’Ippolito, Carlo Masini, Pietro Onida and Napoleone Rossi, who would be the most relevant accounting scholars of the following period.
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Coronella, Stefano. "Fabio Besta: il padre della ragioneria moderna." In Le discipline economiche e aziendali nei 150 anni di storia di Ca’ Foscari. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-255-0/005.
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Fabio Besta, Professor at Ca’ Foscari for almost fifty years, was the best-known and most eminent figure among the Italian accounting scholars. His pivotal contribution to the development of the subject encompassed the upgrading shift of accounting from technique to theory, his equity-based accounting system to be applied to the double-entry bookkeeping as well as the related ‘value-based’ accounting theory, the introduction of a new conception of business firm and combination of inductive (empirical) and historical research method. The school he founded deserves credits. Fabio Besta’s pupils would be the most relevant scholars of the following period, that is Vittorio Alfieri, Alberto Ceccherelli, Carlo Ghidiglia, Pietro D’Alvise, Francesco De Gobbis, Benedetto Lorusso, Pietro Rigobon, Vincenzo Vianello and Gino Zappa.
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Meletiou-Mavrotheris, Maria. "Integrating Game-Enhanced Mathematics Learning into the Pre-Service Training of Teachers." In New Pedagogical Approaches in Game Enhanced Learning, 159–79. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3950-8.ch009.
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Mathematical literacy is a core literacy that functions as a critical gatekeeper for participation in many aspects of modern society. Research has shown that the way mathematics is taught at school is highly associated with students’ achievement and interest levels. Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Digital games hold a lot of promise as tools for improving mathematics instruction at the school level. This chapter reports the main insights gained from a study that implemented a game-enhanced learning environment for the training of pre-service elementary school teachers. Teachers experienced some of the ways in which online educational games could help students internalize key mathematical concepts across the school curriculum and build their problem-solving skills, while at the same time improving their attitudes towards the subject. The course also familiarized teachers with the design principles for constructivist gaming environments. Findings indicate a positive impact on teachers’ competence in selecting, evaluating, and productively using online games as an instructional tool.
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Daniel, Anne. "An Integral View of Mindfulness Practices and the Perception of Challenge Within a High School Setting." In Integral Theory and Transdisciplinary Action Research in Education, 182–207. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5873-6.ch009.
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The purpose of this chapter was to examine how mindfulness-based strategies are taught within four different classroom settings in a large urban high school and how they impact students' perceptions of challenge. Two different approaches toward mindfulness training were represented in the four classrooms: the first derived from an explicit, outcomes-based approach within a Yoga class setting with a focus on awareness of personal experience; the other was embedded and implicitly connected to the subject discipline of natural science with a focus on situated being. Integral methodological pluralism (IMP) was used to gather data from multiple viewpoints: phenomenological interviews, structural analysis of language frequency and comparisons, ethnographic observations, and hermeneutic interviews. Integral theory was used to analyze the data and identify the individual and cultural themes. Systemic influences are discussed in connection with these findings, and implications for implementation of mindfulness in relation to perception of challenge are explored.
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Poli, Annamaria, and Daniela Tamburini. "The Language of Cinema Fosters the Development of Soft Skills for Inclusion and Interdisciplinary Learning." In Handbook of Research on Software Quality Innovation in Interactive Systems, 324–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7010-4.ch013.
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This chapter presents research on an Italian education project implemented with immigrant students attending C.P.I.A. courses in Bergamo (Centro Provinciale Istruzione Adulti – Provincial Adult Education Center). This contribution proposes an educational experience characterized by an interactive approach among different disciplines. The title of the project was Cinema as a resource for enhancing interdisciplinary teaching and learning by harnessing knowledge and skills from across different subject areas: from Italian language to geography and history, and from science and maths to the visual arts. Over the four years of the project, film was used in multiple ways as a tool/resource for teaching-learning focused on developing school inclusion. The overall aims of the project were to incorporate the cinema into the construction of an interdisciplinary teaching/learning path, while seeking to integrate theory and praxis within a collaborative professional development and research model. The project activities were designed in keeping with EU recommendations on core competences for ongoing learning. From 2006 to 2018, the European Parliament and Council approved a set of “Recommendations on Key Competences for Lifelong Learning,” that is to say, knowledge, skills, and attitudes that will help learners find personal fulfilment and, later in life, find work and take part in society. The project was also informed by recent Italian legislation encouraging the use of cinema in education, particularly Law 14 November 2016, No. 220, containing “Discipline of Cinema and Audiovisual” and the Law 13 July 2015, No. 107, the school reform framework “La BuonaScuola.”
Conference papers on the topic "School subject/discipline"
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Komnenović, Milan. "DIFFICULTIES IN DEFINING SUBJECT ОF DORMITORY PEDAGOGY." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.217k.
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In this article (thesis) we dealt with the problem of defining pedagogical discipline which explores education in institutionalized accommodations. Dormitory pedagogy is most often recognized in our region as a part of pedagogical science which primarily explores the aspect of education within boarding schools for pupils and high school students, while the analysis of works on home pedagogy shows that the subject of home pedagogy is defined much more broadly. In the article there are three causally-consequential problems that make up the primary obstacle in defining dormitory pedagogy as a scientific discipline according to authors. The aim of this article is determining the theoretical concept of dormitory pedagogy, i.e. the analysis of the theoretical foundations on which the views of domestic authors on the subject of home pedagogy are based. In addition, in the article the problems with which dormitory pedagogy as a pedagogical discipline is confronted with within its definition, as well as the fundamental problems in defining the profession of educators within boarding schools will be presented. In the final parts of the paper, one of the elements of the possible solutions for the subject of research of dormitory pedagogy will be illustrated. As the majority of authors defines dormitory pedagogy as a discipline that deals with exploring education within institutionalized accommodations, in this paper we will discuss the segment of dormitory pedagogy that questions the problematic of high school education, respectively boarding school students.
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Best, Alexander. "Primary school teachers' beliefs on computer science as a discipline and as a school subject." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421659.
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Handscombe, Robert, Elena Rodriguez-Falcon, and Eann A. Patterson. "Embedded Enterprise Learning: About, Through, For and From." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79878.
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Much enterprise teaching is carried out in business schools. A number of approaches are identified and their appropriateness for non-business school students reviewed. A particular focus is placed on science and engineering students and White Rose Centre for Enterprise (WRCE), formed in 1999 as part of the UK Science Enterprise Challenge initiative. Its remit was to increase enterprise learning and entrepreneurship activity, thus bringing about a ‘cultural change’. WRCE emphasizes the need to make learning ‘real’ for the student and to weave an enterprise strand through the full course of study. The findings support the argument that a combination of teaching approaches and the embedding of enterprise within a discipline subject is needed for effective learning to take place. This paper makes observations on the experiences in the White Rose Universities (Leeds, Sheffield and York). An enterprise learning framework is proposed and described in the context of international variations.
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Corrêa de Lima, Anderson, José Vieira dos Santos Neto, Evandro Amorim Santana, Amaury Antônio de Castro Junior, and Regiza Gomes. "Experiência Educacional de Desenvolvimento de Protótipos de Robôs Enfermeiros na Pré- Pandemia: O kit MegaMed e MegaHelp." In Computer on the Beach. São José: Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p528-530.
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This article describes the adoption of a human-computer interaction(HCI) discipline process, as a methodology for learning robotics.The article presents an experience report, which resulted in a courseconclusion work. The objective was to develop robots that couldsimulate the behavior of nurses, in a controlled and hospital environment,they should be able to deliver medicine and water topatients. The process is cyclical and involves multiple tests of eachversion, the establishment of new requirements and the designof the robots. For the validation of requirements, students from apublic and basic school were invited. The result was a robotic kit,which was successful, a very relevant subject in times of pandemic.
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Ceconello, Mauro Attilio, Davide Spallazzo, and Martina Scianname'. "Taking students outside the classrooms. Location-based mobile games in education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9257.
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The contribution aims at corroborating location-based mobile games as models for the integration of digital technologies in the educational field. They demonstrated to be valid alternatives to formal education in the applied research project: Play Design!, which addressed to high school students, interested in design-related matters, and intends to valorise the Italian design culture, transforming Milan into the stage of a double-sided story. Design is here highlighted both as a cultural heritage and a discipline, inducing the development of two different games sharing a common didactic aim: D.Hunt and D.Learn. The first one is a mobile treasure hunt illustrating the excellences of the creative production of the country, and the renowned protagonists and places of Italy- and Milan-based design: a cultural background to be preserved and valorised. The second one, instead, is a role-play, cooperative and competitive game which depicts the city as a hub for schools and universities, where design is considered a subject for didactic courses, a combination of theories and practices to be transmitted and implemented. Then, the two mobile, location-based serious games exploit this copious and multifaceted material for evident learning purposes, joining the examples of informal education to increasingly follow in future technology developments.
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Petunin, Oleg Viktorovich. "Integration Of School Science Disciplines In The Context Of Subject Concepts." In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.99.
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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.
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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.
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Giacosa, Antonella. "Transdisciplinary teaching and learning: an experiment." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11084.
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In our smart new world, characterized by continuous technological evolution, knowledge is subject to rapid obsolescence and change is the only constant. In this context, teachers are called upon to overcome the ingrained automatic habits of traditional knowledge transmission by developing a perspective that is less tied to individual disciplines and more open to the many facets of reality. Only with a questioning and curious attitude aimed at innovation and pedagogical experimentation can teachers make their message meaningful again and help new generations to develop the habit of flexible and complex thinking in order to orient themselves in a fluid, globally connected and hypertechnological society. Following a course on multidisciplinarity, a group of secondary school teachers embarked on a journey of reading and experimenting in the classroom, realizing that through the transdisciplinary approach theorized by the quantum physicist Nicolescu, one can educate for the future. Identifying and tackling conceptual issues to work on and overcoming the narrow limits of individual disciplines in order to understand complex events is the direction in which teachers and students of today's school should move, so that they will face tomorrow with greater awareness and effectiveness.
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Hart, Mike. "Informing South African Students About Information Systems." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2499.
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At the University of Cape Town, females and students disadvantaged under the previous South African apartheid education system are under-represented in Information Systems (I.S.) classes. This research shows that these are also the groups most ignorant about I.S. at the school-leaving stage. After being informed about the discipline through a small intervention, a significant increase in enthusiasm for majoring in and being employed in I.S. occurred. This should result in a better educational fit and greater enrolment of these groups in I.S., and reduce some switching to I.S. from other subjects at a later stage. The key influencing sources for university students’ study decisions are also examined, and it is evident that a different approach is needed for each group in order to maximize the number of quality I.S. graduates.
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Zable, Jack, and Derek Reamon. "An Innovative Approach to Creating, Developing, and Delivering a New Course Entitled Global Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41109.
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In 2005, the Industry Advisory Council (IAC) of the Mechanical Engineering Department at the University of Colorado-Boulder (CU) began a discussion about the subject of outsourcing engineering offshore and the possibility of teaching a course to prepare mechanical engineering students for this environment. This in turn, led to the formation of a committee and a series of discussions and recommendations for the content for such a course. The ad-hoc committee comprised of a few IAC members, a few M.E. department design faculty members, and some faculty from the business school. The original course covered the following topics: engineering economics, creating product requirements and specifications, identifying the core competencies of a company, project management, developing a business plan, supply chain logistics/management, intellectual property, understanding cultural and language differences, team dynamics, communication, and creativity. This broad array of subject matter dictated that the course be taught in a non-conventional manner. A team of instructors, comprised of two mechanical engineering professors, two business school professors, three engineers and two businessmen from industry, who are intimately involved with outsourcing, and a patent attorney were assembled to teach different portions of the course. The students also participated in a hands-on outsourcing term project. The class was broken up into ten teams, with each team developing a product in conjunction with a company from India. Each team submitted a set of specifications for a unique product to the offshore company. The company designed the product and produced an approved CAD drawing. After student approval, the company manufactured a prototype of the product, and shipped it to the respective team for analysis. Each team then presented a report on their outsourcing experience, their testing results, and a financial analysis for the product. The class was comprised of mechanical engineering senior and graduate students, with a few students from other engineering disciplines and the business school. Based upon course surveys, this course was very well received by the students and provided an important introduction to business. The semester project proved to be a valuable tool for the students to obtain some direct experience with outsourcing.