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    Wyświetlanie 1-3 z 3
    Tytuł:
    Grasping the Concept of Inclusive School in Slovakia and England - Q Study
    Autorzy:
    Vančíková, Katarína
    Porubský, Štefan
    Šukolová, Denisa
    Sabo, Robert
    Vaníková, Terézia
    Powiązania:
    https://bibliotekanauki.pl/articles/1964335.pdf
    Data publikacji:
    2021-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    inclusive school
    inclusive education
    Q-methodology
    Opis:
    The aim of the study was to identify how education actors of two historically and culturally different countries - Slovakia and England - thought about the concept ’inclusive school’. The Q-methodology was used for this purpose, yielding 7 descriptions of inclusive school. The results indicated two facts: 1) there is a jointly shared semantic field that can be interpreted as a consequence of globalization trends in education, and 2) perceptions of inclusive education are influenced by the history of educational systems in the countries studied. Research findings confirm that despite a certain convergence trend, a local discourse still remains the crucial determining factor of the conceptual grasp of this issue.
    Źródło:
    The New Educational Review; 2021, 66; 159-169
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    School Readiness in a Multicultural Context: an Exploration of the Issues Using Cultural Psychology as an Appropriate Methodology
    Autorzy:
    Sundelowitz, Errol
    Macdonald, Carol
    Powiązania:
    https://bibliotekanauki.pl/articles/29520308.pdf
    Data publikacji:
    2006-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    School readiness
    Cultural Psychology
    school literacy
    parental involvement
    primary/elementary school
    reading
    literacy
    methodology
    Opis:
    Historically there have been inequities in access to school in South Africa. Differences in languages have also contributed to difficulties. In the present study a Grade One class was observed for a term as they entered formal schooling. Cultural psychology was used as the method, developing a description of the context and narrowing the observations to ten and then five children. Five school homes visits were done and one of these case studies is described here. Given the socio-economic literacy context, the child did extremely well, being self-motivated and supported by an aware single parent. The usefulness of the Cultural Psychological method is described.
    Źródło:
    The New Educational Review; 2006, 10; 131-144
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Influence of the Flipped Classroom Model on the Development of Key Competences of Future Teachers
    Autorzy:
    Cekić-Jovanović, Olivera
    Đorđević, Miloš
    Đorđević, Marko M.
    Powiązania:
    https://bibliotekanauki.pl/articles/1968718.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    flipped classroom
    key competences
    primary school teacher education
    methodology of teaching
    Opis:
    The study examines the impact of the Flipped Classroom (FCM) on the development of key competences for the 21st century (KC21) in future teachers. Experimental design with two parallel groups was used. The sample consisted of 122 students of the Faculty of Education, i.e., experimental group-EG (60), and control group-CG (62). The EG attended lectures implementing the FCM, while the CG received traditional instruction. Results show that there is no significant difference in self-assessment of competence development between the EG and CG related to creativity, responsible attitude towards work, health and environment. There is a significant difference in the self-assessment of competences related to socio-emotional skills, problem solving, critical thinking, information and ICT literacy and learning to learn. The conclusion is that the implementation of the FCM can influence the development of the majority of KC21.
    Źródło:
    The New Educational Review; 2019, 56; 271-282
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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