Relevant bibliographies by topics / Schoolar Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Schoolar Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Schoolar Education"

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Hidayat, Hidayat, Sukmawarti Sukmawarti, and Suwanto Suwanto. "The application of augmented reality in elementary school education." Research, Society and Development 10, no. 3 (March 10, 2021): e14910312823. http://dx.doi.org/10.33448/rsd-v10i3.12823.

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The application of Augmented Reality in the education sector has increased, the novelty of Augmented Reality technology has become a special attraction for stake holders to improve the quality of education. However, so far there is still a lack of literature studies that focus on investigating the application of Augmented Reality to students at the basic education level. This study presents a literature review on the use of Augmented Reality technology to students at the basic education level. Articles that were synthesized from 2010 to 2020 indexed by Google Schoolar were 10 articles. Using qualitative content analysis, this study attempts to answer two questions; (1) What is the impact of the application of Augmented Reality on the learning outcomes of Elementary School Students? and (2) how does the Pedagogic Perspective view Augmented Reality?
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Stoyanova, Stanislava, and Nikolay Ivantchev. "Teachers’ pedagogical power – A community school study." Psychology, Community & Health 5, no. 1 (March 24, 2016): 44–60. http://dx.doi.org/10.5964/pch.v5i1.149.

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AimThe aim of our work was to study the types of power preferred by teachers and students of pedagogical specialties.MethodIvanov’s questionnaire “Teacher’s pedagogical power” was used to study the pedagogical power including Reward, Coercive, Legitimate, Expert and Referent powers. In 2012 and 2013, 46 secondary school teachers and 40 students of pedagogical specialties were part of a study in Blagoevgrad, Bulgaria.ResultsThe results indicated that teachers and students of pedagogical specialties preferred making use syncretic power, more than one power. The most frequent types of power were Legitimate and Reward. The rarest was Referent power. The teachers used the different types of power less than students of pedagogical specialties did, confirming Adler’s view that humans striving for power over others was inversely proportional to the degree of education. Female teachers preferred to use Legitimate power more compared to male teachers.ConclusionsThe study of teachers’ pedagogical power could contribute to clarify teachers and students’ views of the teacher’s role in schoolar education. The studied teachers and students of pedagogical specialties perceived the teacher mainly as a regulating (rewarding or coercive) legitimate figure of pedagogical power.
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Afsari, Sisca, Islamiani Safitri, Siti Khadijah Harahap, and Lia Sahena Munthe. "Systematic Literature Review: Efektivitas Pendekatan Pendidikan Matematika Realistik Pada Pembelajaran Matematika." Indonesian Journal of Intellectual Publication 1, no. 3 (July 23, 2021): 189–97. http://dx.doi.org/10.51577/ijipublication.v1i3.117.

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Pendidikan Matematika Realistik (PMR) merupakan suatu pendekatan pendidikan matematika yang diadopsi dari Realistic Mathematics Education (RME) yang telah dikembangkan di Netherland sejak tahun 1970. PMR cenderung memberikan penjelasan terkait dengan hal yang realistis, sehingga peserta didik dengan mudah mencerna pembelajaran yang disampaikan oleh pendidik. Penelitian ini bertujuan untuk melakukan kajian literatur terkait dengan efektivitas pendidikan matematika realistik (PMR) pada pembelajaran matematika. Metode penelitian yang dipilih dalam penelitian ini ialah metode SLR (Systematic Literature Review). Pengumpulan data dilakukan dengan mendokumentasi dan mereview semua artikel terkait pendidikan matematika dalam kurun waktu 2010 – 2020. Artikel yang digunakan pada penelitian ini sebanyak 30 artikel jurnal nasional dan internasional terakreditasi yang diperoleh dari Google Schoolar, Research Gate, SINTA, DOAJ, dan Scopus. Berdasarkan penelitian ini didapatkan bahwa Pendidikan Matematika Realistik (PMR) mampu meningkatkan hasil belajar serta dapat meningkatkan banyak kemampuan matematika peserta didik. Mulai dari kemampuan intuisi, kemampuan pemecahan masalah matematis, kemampuan koneksi dan komunikasi peserta didik.
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Fitriasari, Endah, and Syahrul Syahrul. "Pengetahuan, Sikap dan Praktik Pencegahan Filariasis pada Masyarakat di Daerah Endemik Filariasis: A Literatur Review." Jurnal Penelitian Kesehatan "SUARA FORIKES" (Journal of Health Research "Forikes Voice") 10, no. 3 (May 28, 2019): 227. http://dx.doi.org/10.33846/sf10314.

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Filariasis is one of four diseases that are very important to note, especially in the tropics and subtropics, considering the impact of this disease is the existence of social stigma, decreased productivity and quality of life both psychologically, economically and socially. This study used a literature review approach from several databases, namely Pubmed, Proquest, Science Direct, Google Schoolar and other secondary searches. In total, this review literature consisted of 7 non-experimental journals (observations / surveys) that assess the knowledge, attitudes and prevention practices of filariasis; 6 journal reports on knowledge, 5 journals reported on attitudes and 5 journals discussing prevention practices, where the key to success of the government program (GPELF) was the compliance of the community itself. As for being obedient, people need good knowledge, attitudes and preventive practices about filariasis. The results of this review literature show that there was still a lack of knowledge, attitudes and practices of community prevention, so that a more appropriate education and health information program is needed. Keywords: knowledge; attitude; practice; lymphatic filariasis ABSTRAK Filariasis adalah satu dari empat penyakit yang sangat penting untuk diperhatikan khususnya di daerah tropis dan subtropis, mengingat dampak dari penyakit ini adalah adanya stigma sosial, penurunan produktifitas dan kualitas hidup baik secara psikologi, ekonomi maupun sosial. Studi ini menggunakan pendekatan telaah literature dari beberapa database, yaitu Pubmed, Proquest, Science Direct, Google Schoolar dan pencarian sekunder lainnya. Secara total, literature riview ini terdiri dari 7 jurnal non-eksperimental (observasi/ survey) yang menilai pengetahuan, sikap dan praktik pencegahan pada filariasis; 6 jurnal melaporkan tentang pengetahuan, 5 jurnal melaporkan tentang sikap dan 5 jurnal membahas tentang praktek pencegahan, dimana kunci keberhasilan dari program pemerintah (GPELF) adalah kepatuhan masyarakat itu sendiri. Sedangkan untuk menjadi patuh, masyarakat memerlukan pengetahuan, sikap dan praktik pencegahan yang baik tentang filariasis. Hasil dari literatur review ini menunjukkan rendahnya pengetahuan, sikap dan praktik pencegahan masyarakat, sehingga dibutuhkan adanya program pendidikan dan informasi kesehatan yang lebih tepat. Kata kunci: pengetahuan; sikap; praktik; lymphatic filariasis
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Shomirzayev, M. Kh. "Developing Educational Technologies In School Technology Education." American Journal of Engineering And Techonology 02, no. 07 (July 30, 2020): 51–57. http://dx.doi.org/10.37547/tajet/volume02issue07-08.

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Shomirzayev, M. Kh. "Technology Of Educational Process In School Technology Education." American Journal of Social Science and Education Innovations 02, no. 07 (July 30, 2020): 212–23. http://dx.doi.org/10.37547/tajssei/volume02issue07-28.

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Pinheiro, Valter, Oleguer Camerino Foguet, and Pedro Sequeira. "Recursos para potenciar el fair play en la iniciación deportiva (Tools to increase fair play in the initial learning of sports)." Retos, no. 24 (March 7, 2015): 97–99. http://dx.doi.org/10.47197/retos.v0i24.34535.

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La iniciación deportiva es el escenario en el que los jóvenes se introducen no sólo en la práctica de uno o varios deportes sino también en sus valores (Blázquez, 2009). Esta formación deportiva reclama de sus responsables una actuación decidida para preservar su innegable valor educativo. El análisis de los programas y prácticas actuales descubre actuaciones poco pedagógicas que no contribuyen a una práctica deportiva saludable; comportamientos coléricos y excluyentes del entrenador aparecen en las instalaciones con demasiada frecuencia. El objetivo de este artículo es reforzar el valor del fair play deportivo, como una orientación al desarrollo saludable de los jóvenes jugadores, aportando algunos recursos prácticos que puedan ser reproducidos en el deporte escolar. Palabras clave: aprendizaje deportivo, fair play, pedagogía deportiva.Abstract: The initial learning of sports is the stage in which the young people gets not only in practice of one or several sports but also in its values (Blázquez, 2009). This sports formation claims of professionals in charge a performance decided to preserve its undeniable educational value. The analysis of the programs and current practices discovers slightly pedagogic performances that they do not contribute to a healthy sports practice; not polite and exclusive behaviors of the trainer appear in the facilities very often. The object of this article is to reinforce the value of the sports fair play, like an orientation to the healthy development of the young players, contributing some practical resources that could be reproduced in the schoolar sport.Key words: sport’s learning, fair play, sports pedagogics.
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Antoneli, Sirlei Aparecida de Lima, Adriana Massaê Kataoka, Paulo Henrique Gonsalves, and Juliana Mara Antonio. "Hexágono socioambiental: um jogo didático de educação ambiental no contexto escolar." Revista Brasileira de Educação em Ciências e Educação Matemática 4, no. 2 (August 14, 2020): 277–95. http://dx.doi.org/10.33238/rebecem.2020.v.4.n.2.24234.

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Resumo: O presente artigo buscou relatar a criação de uma ferramenta lúdica (jogo de tabuleiro) e avaliar a sua aplicabilidade voltada para inserção dos princípios de uma Educação Ambiental (EA) crítica no contexto escolar. Trata-se de uma pesquisa qualitativa, que foi realizada em uma escola no interior no Paraná, a pesquisa envolveu uma intervenção que consistiu na aplicação do jogo e posterior validação do mesmo. Participaram da aplicação 14 docentes da referida escola, desses apenas 8 participaram da validação da ferramenta pedagógica. A validação do jogo aconteceu por meio de dois questionários pós-intervenção. Para análise dos questionários, nos apoiamos na análise de conteúdo de Bardin (2004) e na escala Likert de Oliveira (2005). A avaliação do jogo pelos professores revelou que o mesmo é uma ótima ferramenta didática para trabalhar a EA na perspectiva crítica. Os resultados também revelaram que o mesmo potencializa o trabalho interdisciplinar, pois integrou aspectos históricos, sociais e econômicos envoltos nas problemáticas socioambientais, além de promover a interação entre os participantes, o interesse e a criatividade.Palavras-chave: Atividade lúdica; Meio Ambiente; Educação Ambiental. Socio-environmental hexagon: a didatic game of enviornmental education in schoolar contextAbstract: This article sought to report the creation of a playful tool (board game) and to evaluate its applicability aimed at inserting the principles of a critical Environmental Education (EA) in the school context. It is a qualitative research, which was carried out in a school in the interior of Paraná, the research involved an intervention that consisted of the application of the game and its subsequent validation. 14 teachers from that school participated in the application, of which only 8 participated in the validation of the pedagogical tool. The game was validated using two post-intervention questionnaires. For the analysis of the questionnaires, we rely on the content analysis of Bardin (2004) and the Likert de Oliveira scale (2005). The evaluation of the game by the teachers revealed that it is a great didactic tool to work the EA in the critical perspective. The results also revealed that it enhances interdisciplinary work, as it integrated historical, social and economic aspects involved in socio-environmental issues, in addition to promoting interaction between participants, interest and creativity.Keywords: Playful Activity; Envionment; Environmental Education.
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Arenas Arroyo, Diego, Josep Vidal-Conti, and Adrià Muntaner-Mas. "Estereotipos de género y tratamiento diferenciado entre chicos y chicas en la asignatura de educación física: una revisión narrativa (Gender stereotypes and differential treatment between boys and girls in physical education subject: a narrative Review)." Retos 43 (July 21, 2021): 342–51. http://dx.doi.org/10.47197/retos.v43i0.88685.

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Esta revisión narrativa trata de investigar si existen estereotipos de género en Educación Física (EF), tanto en Educación Primaria (EP) como en Educación Secundaria (ES). Por ello, se ha llevado a cabo una recopilación y análisis de 33 estudios encontrados en cinco bases de datos (SPORTDISCUS, SCIELO, DIALNET, REDALYC y GOOGLE SCHOOLAR). La mayoría de la evidencia revisada se fundamenta en el contexto español, aunque en nuestra revisión también se encuentran integradas algunas referencias internacionales. Por lo tanto, se identificaron y analizaron posibles fuentes de transmisión de estereotipos de género en este campo, mediante el establecimiento de categorías. El estado de la cuestión mostró la existencia de desigualdades y discriminaciones hacia las chicas en las sesiones de EF, por lo que la necesidad de promover la formación en materia coeducativa, principalmente en docentes de EF, se encuentra más que justificada. Con todo ello, quedaría como perspectiva de futuro principal una intervención que utilice modelos pedagógicos específicos para tratar las desigualdades o estereotipos de género en las sesiones de EF. Abstract. This narrative review tries to investigate whether exists gender stereotypes in Physical Education (PE), both at Primary School (PS) and Secondary School (SS) levels. A compilation and analysis of 33 studies found in five databases have been reviewed (SPORTDISCUS, SCIELO, DIALNET, REDALYC and GOOGLE SCHOLAR). The majority of the reviewed evidence is from the Spanish context, although our review is also integrated some international references. Therefore, possible sources of transmission of stereotypes in this field were identified and analyzed, by establishing categories. The state of the art showed the existence of inequalities and discrimination towards girls in PE sessions, therefore, the need to promote the training in coeducational matters, mainly of physical education teachers, is more than warranted. Collectively, an intervention using specific pedagogical models would remain as a main future perspective to treat gender inequalities or stereotypes in PE lessons.
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Morari, Marina. "Number 13 / Part I. Music. 1. The Laws of Musical Art as a Resource for The Early Education Methodology." Review of Artistic Education 13, no. 1 (March 1, 2017): 7–16. http://dx.doi.org/10.1515/rae-2017-0001.

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Abstract The supreme function of music in the preschool institution is the educational one. As the development of the child depends on some physiological, psychological, socio-cultural and spiritual laws, so the musical art laws do with the methodology of the musical art process. In this article are characterized some laws through which is revealed the sounding, temporal, imagistic and expressive character of the music. The knowledge of the musical art laws determines the conformation to the specific to musical activities methodology; contributes to the generation/ development of the art consumer; facilitates the generation/ development of the artistic abilities of the pre-schoolers/ parents; provides the adequate integration of art in the educative act of the pre-schooler; stimulates the interest and positive attitude for art. Under the peculiarities of the musical art laws there are built the methodological suggestions for the early education.
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Dissertations / Theses on the topic "Schoolar Education"

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Ledesma, Maria Rita Kaminski. "Gestão escolar : desafios dos novos tempos." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251925.

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Orientador: Clara Germana de Sa Gonçalves Nascimento
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A gestão democrática da educação brasileira ainda se manifesta como um projeto inconcluso, especialmente no que se refere à organização do trabalho pedagógico, que é o próprio eixo da escola. É com esse entendimento que a presente pesquisa aborda os desafios que a gestão escolar necessita enfrentar e superar para que efetivamente possa consolidar uma educação democrática e uma prática transformadora, cujo centro é a pessoa. Iniciando nosso estudo faz-se uma inserção pelo processo da gestão escolar entendendo-a como parte essencial para viabilizar um projeto emancipador à escola, aos educadores e ao educandos. Para tanto, investigamos a gênese da escola na modernidade e as implicações de sua organização no exercício cotidiano da elaboração do processo de produção do conhecimento escolar e das resistências que permeiam a escola, bem como, analisamos os paradoxos e conseqüências da modernidade que se estendem para a educação. Decorrente dessas análises é que vamos defender a construção de um projeto democrático e emancipador para a escola brasileira, tomando como referência a Escola da Ponte em Portugal. Esta, na construção de um projeto educativo consciente, coletivo e centrado conseguiu modificar os padrões vigentes na escola pública reconhecido por todos os atores sociais nela envolvidos e legalmente, pelos órgãos superiores de educação em Portugal
Abstract: The democratic management of the Brazilian education still shows itself as an inconclusive project, especially when it refers to the pedagogic work organization, which is the proper axis of the school. And using this understanding, the present research broaches the challenges that the school management needs to face and get it over so it can effectively strengthen a democratic education and a transforming practice, whose center is the person. Starting our study, an insertion through the school management process understanding it as an essential part to supply na emancipating project to the school, the educators and students is done. Then the origin of the school in the modernity and the implications of its organization in the daily exercise of the elaboration of the school knowledge production process and the difficulties that involve the school, also analyzing the paradoxes and the consequences of the modernity that extend to the education were investigated. From these analysis, a construction of a democratic and emancipating project to the Brazilian school takings reference the School of the Bridge in Portugal that in the construction of a conscious, collective, focused on the human being educational project, modified the current public school standards and those recognized by the involved people and the Superior Department of Education of Portugal is defended.
Doutorado
Politicas de Educação e Sistemas Educativos
Mestre em Educação
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Marqui, Amanda Rodrigues. "Tornar-se aluno(a) indígena: A etnografia da escola Guarani Mbya na aldeia Nova Jacundá." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/221.

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Universidade Federal de Minas Gerais
This dissertation investigates the teaching and learning process and the pedagogical practices of Guarani Mbya child from Nova Jacundá, in the southeast of Pará. Its intent is to comprehend what is to becoming/become (Toren 2004) an indigenous student. The child will be taken as a social actor who is active and a culture producer (Cohn 2005), and we took the school as the place where child become students, like the practice of autopoietic (Toren 1999), therefore, a place which produces meaning to their world. So, my ethnography intents to comprehend how these child produce meaning in the school context and, as indigenous students, how they take the school as a frontier place (Tassinari 2001) where the knowledge is articulated, and the Guarani Mbya way of being and their teaching practices with the knowledge and the pedagogical methods. This ethnography of a Guarani Mbya school will contribute to the comprehension of meaning assigned by child going to school, place where are created new forms of knowledge construction indigenous and non-indigenous in new relations, beyond of those made in their own Guarani learning process.
Esta dissertação investiga os processos de ensino e aprendizagem e as práticas pedagógicas escolares das crianças Guarani Mbya de Nova Jacundá, que vivem no sudeste do Pará, a fim de compreender o que é tornar-se ( becoming/become , Toren 2004) aluno(a) indígena. A criança será aqui tomada como ator social ativo e produtor de cultura (Cohn 2005) e a escola será abordada como um espaço em que as crianças tornam-se alunos, como uma das práticas de autopoieses ( autopoietic , Toren 1999), ou seja, de produção de significados sobre o seu mundo. Sendo assim, minha etnografia pretende compreender como estas crianças produzem significados no contexto escolar e na condição de alunos indígenas, tomando a escola como um espaço de fronteira (Tassinari 2001), em que se articulam os conhecimentos, o modo de ser guarani mbya e suas práticas de ensino e de aprendizagem com os conhecimentos e métodos pedagógicos escolares. Esta etnografia de uma escola guarani mbya irá contribuir para a compreensão dos significados atribuídos pelas crianças ao ir à escola, espaço onde se dão novas formas de construção de conhecimento - indígena e não-indígena em novas relações, além daquelas realizadas nos próprios processos de aprendizagem guarani.
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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.
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Lilly-Warner, Regina Madeline. "Opinions of parents, students, and other educational stakeholders in one urban setting toward middle level education /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12027492.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith Jr. Dissertation committee: Jeannette E. Fleischner. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jeannette E. Fleischner, . Includes bibliographical references (leaves 160-167).
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King, Chyrise S. "School Leader Emotional Intelligence and the Impact on School Climate in K-12 Catholic Schools." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745330.

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This study examined the relationship between school leaders’ self-reported levels of emotional intelligence and teacher perceptions of school climate in K–12 Catholic schools in Indiana. This study built upon the findings of a mixed-method study by Juma (2013) that was limited in scope and generalizability, and examined the relationship between a principal’s perceived emotional intelligence and teacher perceptions of school climate. The current study used a quantitative methodological approach and a larger sample size to enhance understanding of the relationship between school leaders’ perceptions of emotional intelligence and teacher perceptions of school climate. The Emotional Intelligence Quotient 2.0 (EQ-i 2.0) and the Organizational Climate Questionnaire (OCQ) were completed by 200 teachers and 30 school leaders in 30 K–12 Catholic schools in Indiana. This study did not find a significant relationship between a school leader’s perceived level of emotional intelligence and teacher’s perceived school climate. Prior research on these variables has been inconclusive. This study adds to the body of research examining the possible connection between a school leader’s emotional intelligence and school climate.

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Garcia, Myrna E. "The effects of whole school reform on instructional program coherence in urban elementary schools /." READ FULL-TEXT ONLINE, 2006. http://domapp01.shu.edu/depts/uc/apps/libraryrepository.nsf/resourceid/25C7D3260CA9A8D1852571570069ADE1/$File/Garcia-Myrna-E-Doctorate6.pdf?Open.

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Ford, Michael Robert. "Approaches to School Leadership in Inclusive STEM High Schools| A Cross-Case Analysis." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259145.

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Inclusive STEM-focused high schools (ISHSs) are a relatively new phenomenon in the landscape of public education. This study of four exemplar ISHSs (identified by experts in STEM education as highly successfully in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the approach to ISHS school leadership by identifying various internal and external leadership factors influencing school leadership. This study examined an existing data set that included site visits to four ISHSs along with pre- and post-visit data, and a cross-case analysis focused on the leadership contributions of ISHS leaders and their larger community.

This study found that the ISHSs expanded the concept of school leadership to include leadership both within and outside the school. In addition, school leaders needed autonomy to innovate and respond to their schools’ needs. This included autonomy in hiring new teachers, autonomy from school district influence, and autonomy from restrictive teachers’ union regulation and policies. Finally, ISHSs needed to continually invest in increasing their schools’ capacities. This included investing in teacher professionalization, providing pathways for school leadership, collaborating with business and industry, and identifying the best student supports. A product of this study was a proposition for characterizing school leadership in an ISHS. This proposition may offer valuable insight, implications, and information for states and schools districts that may be planning or improving STEM education programs.

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Hill, Katherine. "Educational Pluralism: Charter Schools as Laboratories for Education Reform." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1956.

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This thesis explores educational pluralism in the context of the American public school system and analyzes the charter school movement as a mechanism for education reform. Because charter schools have only existed for 26 years, scholars have yet to understand the effect that they have on our public school system, as well as how they compare with traditional public schools. Rather than trying to determine whether charter schools are better than traditional public schools, I introduce the philosophy behind educational pluralism, examine the evolution of the charter school movement, and analyze states as laboratories for testing new educational practices through charter schools.
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Seema, Phuti Julius. "The role of the principal towards effective educational leadership in selected secondary schools in Waterberg Education District." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1513.

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Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2016
The main purpose of this research study is to investigate and analyse the role of the Principal towards effective educational leadership in selected Secondary schools in Waterberg Education District. The effectiveness of the educational leadership depends on the educational managers’ personal backgrounds, con-duciveness of the school climates, positive learning school cultures, availability of resources in the classrooms, utilisation of learner-teacher support material (LTSM), effective organisation of educational excursions, and other related issues. Principals, by virtue of their positions need to be empowered so as to coordinate activities and provide resources that can be used to enhance effect-tive educational leadership. The most important aspect pertaining to effective educational leadership in schools, is that it must be managed properly. This actually implies that correct and relevant resources should be provided to reinforce the quality of effective educational leadership. The primary study revealed that effective educational leadership cannot be achieved by school Principals in isolation, but through the School Management Team as a whole. Due to the nature of the study, the researcher has employed phenomenology, stratified random sampling and qualitative research design to achieve the in-tended goal of the research project. The researcher has also used case studies and interview research instruments to collect relevant data from twenty (20) SMT members in area of the study. The data collected through case studies and interviews was analysed by coding derived from audio tape recorder. Descriptive analysis was used to analyse the data whose findings were based on to make conclusions and recommendations. The results indicated that the role of the Principal contributes significantly to the quality of effective educational leadership. The results also showed that there is a need for continued support from the members of the School Management Teams. The need for support from the parents, SGBs and government in terms of resources, is vital. The abovementioned support, can also assist the Principals to make a positive impact on effective educational leadership. The researcher believes that, if the findings and the recommendations from the study can be applied properly, they can add value to the educational practice in Waterberg District in particular and Limpopo Province as a whole.
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Vallaster, Jodi Reese. "Recognizing and Supporting the Forgotten Poverty Frontier| Exploring Suburban School Poverty in Elementary Schools." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425686.

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Modern suburban school districts have experienced a significant shift in demographics over the last decade making them more diverse in race, ethnicity, income and ability level. The income diversity in suburban districts can hide pockets of significant need in the community. Due to the formulas associated with federal programs, suburban districts are less likely to receive supplemental funds to support vulnerable students. This study utilizes a case study approach and offers a unique view into the phenomenon by examining the work of a suburban school which has narrowed the achievement gap between economically disadvantaged students and their more affluent peers without the assistance of federal funds. Data includes interviews with 18 previous and current administrators, teachers and other staff, meeting observations, and a review of school documents and artifacts. Findings note the school maximizes its limited resources, empowers teachers to be instructional leaders through trusting relationships, has a robust support system for students and builds a welcoming school culture. Shield’s (2001) transformative leadership framework was used as a theoretical lens to explore the school’s practices.

The results of this study enhance the understanding of suburban schools with diverse populations by (a) identifying the multi-tiered support system that increases achievement of all students; (b) recognizes the school climate and culture among staff and students that create an environment that reinforces learning; and (c) illustrates how relationships between administrators and teachers can reinforce the instructional practices of the school.

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Books on the topic "Schoolar Education"

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Thunder Bay Historical Museum Society., ed. Schoolmarm. Thunder Bay, Ont: Thunder Bay Historical Museum Society, 2007.

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Bendell, Jean. School's out. London: Education Otherwise Association Ltd., 1997.

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Crawley, Mike. Schoolyard bullies: Messing with British Columbia's education system. Victoria, BC, Canada: Orca Book Publishers, 1995.

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Balcom, Katherine. Schoolyard. New York, NY: AV² by Weigl, 2015.

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Postlethwaite, Keith. Organising the school's response. London: Routledge, 1992.

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Postlethwaite, Keith. Organising the school's response. Basingstoke: Macmillan Education, 1988.

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GROUP, GAY TEACHERS. School's out: Lesbian and gay rights and education. London: Gay Teachers Group, 1987.

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O'Higgins-Norman, James. Ethos and education in Ireland. New York: P. Lang, 2003.

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Eisner, Elliot W. Ethos and education. Scotland: Scottish CCC, 1994.

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Elmore, Richard F. Choice in public education. [United States]: CPRE, 1986.

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Book chapters on the topic "Schoolar Education"

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Attila Papp, Z., and Eszter Neumann. "Education of Roma and Educational Resilience in Hungary." In Social and Economic Vulnerability of Roma People, 79–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_6.

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AbstractOriginally, the concept of resilience refers to one’s capacity to cope with unexpected shocks and unpredictable situations. Originating from ecological theories, the approach has gained ground in social sciences. In the context of education, the concept has been applied to explain how disadvantaged students can overcome structural constraints and become educationally successful and socially mobile (Werner, E. E., Vulnerable but invincible: a longitudinal study of resilient children and youth. McGraw-Hill, New York, 1982; Masten A. S., American Psychologist 56: 227–238, 2001; Reid, R., Botterrill L. C., Australian Journal of Public Administration 72:31–40, 2013; Máté, D., Erdélyi Társadalom 13:43–55, 2015).This paper is based on the analysis of the Hungarian National Assessment of Basic Competences (NABC) database which has been conducted annually since 2001. We created a typology of school resilience based on the schools’ social and ethnic profile as well as their performance indicators. We defined those schools resilient which over perform others with similar social intake, and we also identified irresilient schools which underperform others with similar social intake. The school types were created by correlating the socio-economic status index (SES) and school performance.Since the NABC database provides us with data on the estimated rate of Roma students in each school, it is possible to take into account the schools’ ethnic intake in the analysis of resilience. We conducted statistical analyses to compare the performance of resilient and irresilient schools in the light of the ratio of Roma students. Finally, we seek answers to the question whether ethnic segregation correlates with school achievement in Hungary. We could identify some crucial institutional factors contributing to resilience (or school success) in the case of schools with relatively high proportion of Roma students.
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Wilson, Terri S. "Charter Schools, Free Schools, and School Choice." In International Handbook of Philosophy of Education, 1279–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_88.

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Garcia, Tânia Maria F. Braga, Edilaine Aparecida Vieira, and Roseli Borowicc. "Textbooks for Rural Schools: Conflict Between Norms and School Practices." In Textbooks and Educational Media: Perspectives from Subject Education, 35–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_3.

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Morales Lozano, Juan Antonio, Maria Puig Gutiérrez, and Soledad Domene Martos. "Educational Centers and Citizenship Education: Teachers’ Perspectives." In School and Community Interactions, 197–211. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_12.

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Pei, Dina, and Dongming Bao. "School Leadership and Individualized Development of Schools." In Research in Chinese Education, 189–278. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7333-0_5.

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Kerckhoff, Alan C. "Reforming Education." In Restructuring Schools, 199–233. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1094-3_11.

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Groome, Thomas. "Catholic Religious Education: Educating for Faith." In Global Perspectives on Catholic Religious Education in Schools, 15–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_2.

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Puig Gutiérrez, Maria. "Citizenship Education and School Organization: Educational Planning Documents." In School and Community Interactions, 159–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_9.

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Schwarz, Judith, Corinna Habeck, Sabine Gruehn, and Thomas Koinzer. "School Choice in German Primary Schools." In Private Schools and School Choice in Compulsory Education, 177–99. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_11.

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Sant, Edda. "Schooled Political Education." In Political Education in Times of Populism, 1–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76299-5_1.

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Conference papers on the topic "Schoolar Education"

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M. Abu-Samaha, Ala, and Rima Shishakly. "Assessment of School Information System Utilization in the UAE Primary Schools." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3260.

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This paper presents an assessment of School Information Systems (SIS) Utilization in the United Arab Emirates’ (UAE) primary schools through a holistic descriptive approach that involves explaining, studying and analyzing the current technical status of the schools’ SIS. To do so, the researchers used a series of case studies (documents analysis, questionnaires and interviews) of a number of primary schools representing the educational zones of the UAE to acquire an understanding of SIS level of utilization. According to the research results, the majority of primary schools have computerized their administrative activities at different levels via the Ministry of Education’s suggested system or individually procured systems. Though, the use of Information and Communication Technologies, including SIS, is in its initial stage despite the adopted strategy by the UAE government to accelerate the effective utilization of educational management and automation technologies in the educational institutions and the Ministry of Education itself.
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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Babiuk, Tetiana. "Methods of Ensuring Continuity in the Healthy Lifestyle Development of Senior Preschoolers and Primary School Children." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/02.

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The paper studies the criteria, indicators and levels of value-conscious attitude to health as an integral indicator of developing healthy lifestyle of preschool and primary school children. It describes the current state of continuity in the healthy lifestyle education of senior pre-schoolers and primary school children. The author defined pedagogical conditions of continuity in the development of healthy lifestyle of senior pre-schoolers and primary school children, developed and implemented into practice methods to ensure continuity in the healthy lifestyle education in kindergartens and elementary schools, and experimentally tested their efficiency.
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Vazquez Batisti, Anita, and Michael E. Pizzingrillo. "Beyond Degree Programs: How a Major University Immersed Itself in the Educational Landscape of New York City." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11142.

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In 2006 the Center for Educational Partnerships was established as the “outreach arm” of Fordham University’s Graduate School of Education. In so doing, Fordham reimagined the role of higher education to go beyond degree granting programs, faculty expertise and research opportunities. In this paper, we describe how what began in 2006 as a vision to strengthen the presence of the Graduate School of Education in New York City public schools has grown into a thriving Center that touches the lives of more than 500,000 students in grades Pre‑K to 12, thousands of teachers, and hundreds of administrators and parents throughout New York City. We outline how each phase of Fordham’s involvement and work developed during New York City’s major educational reform agenda, resulting from the New York State Legislature’s granting the City’s Major control of New York City’s 1,500 public schools in 2002.
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Tahtamouni, Suha Fayed, Shinda Mohammad, Lina Said Zukari, Momena Khader Tayeh, and Hissa Sadiq. "The effect of teaching science and mathematics in Arabic on the level of students' performance in Qatari schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0269.

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The interest in education is the cornerstone of the civilized growth of the State of Qatar, because of its great impact on preparing the human resources that the nation needs for its progress in various fields, in order to achieve the Qatar National Vision 2030. In 2003, the State of Qatar launched an ambitious initiative to develop public education known as “Education for a New Era”. A bilingual system that started with teaching Math and Science subjects, so that both Arabic and English are used in the educational process, followed by a decision to teach the two subjects in Arabic in all government schools. Therefore, this research aims to focus on the performance in government schools in the country, which shows the rates of student achievement in specific educational stages and in specific subjects, where the improvement of achievement in government school students in basic subjects (Arabic, English, Mathematics and Science) in the three educational stages, is considered to be one of the objectives of the Ministry of Education and Higher Education to realize the Qatar National Vision 2030, and accordingly the Ministry of Education and Higher Education sets and develops many strategies, procedures and decisions with the aim of achieving this goal.
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Melnikova, Inna I., Svetlana S. Elifantieva, and Svetlana N. Feklistova. "Training of primary school teachers for inclusive schools in the framework of the direction «Special (defectological) education»." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-404-410.

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The article presents the results of a comparative analysis of the readiness of future primary school teachers (graduates of the Faculty of Education) and teachers-defectologists (graduates of the Faculty of Defectology) to implement inclusive primary education. Both groups of students showed low overall readiness, but the reasons for it are different. Taking into account the identified problems and missing competencies, a variant of the educational program aimed at training a teacher who is able to implement all modern Federal State Educational Standards is proposed
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Tatu (Boscodeala), Felicia Elena. "Rethinking Teaching in the Third Millennium. Possible Suggestions for History Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/35.

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Our research starts from the idea that evaluating the quality of the educational process in history, in the conditions of the educational process in history, in the conditions of 21st century education, is an attempt as difficult as it is interesting and instructive. In recent years, Romanian educations has undergone numerous transformations, both in terms of curricular aspects, respectively the curriculum, study programs and textbooks, as well as those related to the managerial component. In this process, operations of request and response, analysis and synthesis, evaluation and application have intervened and continue to intervene, all built on the basis of strategies in which all educational factors are involved.
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POLCYN, Jan, and Bazyli CZYŻEWSKI. "POPULATION DENSITY IN RURAL AREAS AS A DRIVER OF THE HUMAN CAPITAL DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.042.

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Rural areas are typically characterised by uneven access to education and the resulting varying levels of pupils’ educational attainment. The inefficiency of the education system may lead to a decreased level of human capital development in the society. It is therefore vital to identify the factors responsible for the inefficiency of the education system and take steps to mitigate their negative impact. The aim of the present study is to determine the relationship between the population density in rural areas, the pupils’ average level of examination performance and the educational value added. The analyses were based on the exam results achieved by lower secondary school-leavers in 1,372 rural communes between 2012 and 2014. The original intention was to include all rural communes in the analysis. However, due to the incompleteness of the data concerning some of the communes, they were eventually excluded from the study. The final sample for analysis consisted of about 58% of all rural communes in Poland. The communes were divided into classes, based on the criterion of population density. The objects under study were arranged in an ascending order according to the value of the population density variable, and then divided into four classes (class A contained 25% of communes with the highest population density). The classes thus defined were used as a qualitative predictor in the subsequently performed ANOVA test. As a next step, contrasts were determined by applying a simple contrast to the analysed classes of communes. The analyses revealed that the highest examination results were achieved in the communes with the highest population density, while the lowest examination results were found in the communes with the lowest population density. This dependence may be indicative of educational negligence at lower levels of education, in this particular case - at the stage of primary school. The results of the analyses point to the need for expanding the network of nursery schools. To address the above problem, financial support should be provided from the state budget to social initiatives aimed at increasing the access to nursery schools, e.g. by creating an appropriate system of subsidies for nursery schools run by both local governments and private entities.
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Demkanin, Peter. "Preparation of New Physics Teachers in the Light of Goals of Physics Education." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10111.

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In some of our previous articles, we have analysed and discussed the goals of physics education at secondary schools and some aspects of physics education at the secondary school level. In this contribution, we proceed with bringing our experience with the preparation of new physics teachers at Comenius University in Bratislava. We discuss the theoretical background we used as a base for preparing the curriculum for university students – future physics teachers and we highlight some aspects of their preparation. Especially, we focus on the development of abilities to scaffold the learning of their future secondary schools' students. In details, we describe the ways we try to improve the abilities of our students to scaffold their future secondary schools' students in concept formation, in process skills development, in planning and processing inquiry, ability to scaffold effective work with literature. As a vast majority of our graduates will teach their secondary school students in Slovak language, which is a language used by a small number of people (5 mil), we discuss also some specifics related to physics textbooks for secondary schools in Slovak language, university textbooks available in Slovak language and ability of our university students-future physics teachers to work with sources written in English. At the conclusion, we propose some possible improvements, hopefully, inspiring also for preparation of physics teachers for other educational systems.
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Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education
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Reports on the topic "Schoolar Education"

1

Gilligan, Daniel, Naureen Karachiwalla, Ibrahim Kasirye, Adrienne Lucas, and Derek Neal. Educator Incentives and Educational Triage in Rural Primary Schools. Cambridge, MA: National Bureau of Economic Research, August 2018. http://dx.doi.org/10.3386/w24911.

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Furstenberg, Frank, and David Neumark. School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. Cambridge, MA: National Bureau of Economic Research, April 2005. http://dx.doi.org/10.3386/w11260.

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Sibieta, Luke, and Haroon Chowdry. Trends in education and schools spending. Institute for Fiscal Studies, October 2011. http://dx.doi.org/10.1920/bn.ifs.2011.00121.

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Anderson, Lowell B., Jerome Bracken, and Marilyn C. Bracken. Review of Department of Defense Education Activity (DODEA) Schools. Volume II: Quantitative Analysis of Educational Quality. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385886.

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Case, Anne, and Motohiro Yogo. Does School Quality Matter? Returns to Education and the Characteristics of Schools in South Africa. Cambridge, MA: National Bureau of Economic Research, October 1999. http://dx.doi.org/10.3386/w7399.

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Moilanen, Carolyn. Students in alternative public high schools: educational histories prior to alternative school entry. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.484.

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Spillane, Jim. Standards Deviation: How Schools Misunderstand Education Policy. Consortium for Policy Research in Education, June 2005. http://dx.doi.org/10.12698/cpre.2005.rb43.

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Card, David, and Alan Krueger. Does School Quality Matter? Returns to Education and the Characteristics of Public Schools in the United States. Cambridge, MA: National Bureau of Economic Research, May 1990. http://dx.doi.org/10.3386/w3358.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Frisancho, Verónica. The Effects of School Based Financial Education. Inter-American Development Bank, February 2019. http://dx.doi.org/10.18235/0001578.

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