This article analyses the impact of school regulations on the efficiency of the education system. By school regulations, we mean the matching of the child's life rhythms, school time and the parents' ...socio-professional time. The organisation of school time then takes into account many social, economic, political and pedagogical factors. What specifies the regulations and gives them weight within the education system is that they must induce the learner's autonomy. However, school rhythms are developed without taking into account the rhythm of the child's life. This results in difficulties for learners to articulate the curriculum to their own needs. The study is part of a comprehensive approach based on a qualitative approach. It was carried out with three secondary school students in the Central Region of Cameroon who had difficulties in developing positive skills in learning activities and in expressing positive emotions. The results reveal that these children express fears, sometimes refusals and forms of anxiety about school. This can be seen in the difficulty they have in articulating attention and concentration during the teaching/learning process. Moreover, the transgression of norms that can be observed through the difficulties in adapting to school in terms of attendance and punctuality, should not be interpreted as a disorder of adjustment of rhythms but rather as a factor of transformation of norms.
Nowadays, the number of children suffering from Autism Spectrum Disorders, especially those with diagnosed Asperger’s syndrome, is increasing steadily. Undoubtedly, this psychological disorder is one ...of the most complex and difficult to understand and deal with. Despite the fact that a lot of studies have been done so far, this phenomenon is not fully understood and further research should be done. The purpose of the present study was to explore the relationship between the choice of teaching methods, approaches and techniques to students with diagnosed Asperger’s syndrome and the learners’ knowledge gains in the selected aspects of the English language. It was hypothesized that if modifications in the process of teaching English are made with reference to the specificity of Asperger’s syndrome disorder, children with diagnosed AS will learn English faster. The findings of the study showed that the introduction of proper techniques and the adaptation of learning process to AS students’ preferences help them to achieve better results and gain more knowledge easily.
Supervision is defined as intensive, interpersonally focused one-to-one relationship between the supervisor and the supervisee. This study addresses supervision at the level of Master as a process ...that is influenced by many factors, namely supervisees’ perceptions. It aims at exploring learners’ perceptions of the supervision process. The study uses the descriptive survey design to explore the perceptions of supervisees towards supervision process. The sample is made of 50 master students in the section of English Language at Ibn Khaldoun University of Tiaret, 25 of them are specialized in Didactics and 25 are specialized in Linguistics. The number of males and females respondents is also equal, 25 for each. A questionnaire is constructed to collect data; it is composed of 30 statements which are divided into three sections. The findings reveal that the supervisees perceive of supervision as a process on which the supervisor is responsible at all levels, they expect him to prescribe what do to, to be knowledgeable and to take full authority.
This article argues that paying attention to affect offers new theoretical insights into critical thinking and reflexivity that deepen scholarly understandings of the entanglement between ...'thinking-feeling' in higher education pedagogies. In particular, this article brings together the literatures on affect theory and critical thinking in higher education to make a contribution to the analysis and sorting through of various conceptions about critical thinking in higher education, and to figure out how those conceptions operate in affective ways. It is suggested that a more refined understanding of the role of affective thinking in higher education can provide new political openings for negotiating sensitive and controversial socio-political issues in universities. To illustrate the potential of this theoretical contribution, this article discusses a concrete example that concerns how students may engage in and respond to political activism involving the colonial legacies of western universities.
Social media can become a site of public pedagogy (Rich, E., & Miah, A. (2014). Understanding digital health as public pedagogy: A critical framework. Societies, 4(2), 296-315. doi:
...10.3390/soc4020296
) through which young people learn about health and fitness. Photo and video-sharing social networks are emerging as sites of media practices through which images of the perfect fit body circulate, popularly known as 'fitspiration' media. Our research examines how girls and young women negotiate contemporary discourses around body, health and fitness circulating through Instagram and the subjectivities such technology enables. We draw on participatory and collaborative research with young women from three Spanish Secondary schools who each engaged with exercise-related content on Instagram and who self-defined as physically active. Focus groups and semi-structured interviews explored participants' uses, meanings and influences of this digital content over their embodiment and subjectivities. Through the concept of 'postfeminist biopedagogy', we articulate the learning processes that girls experience as they engage with media about 'fit' female bodies on Instagram. This involves a series of pedagogical micro practices through which girls learn about the health and fitness subject and which bring together a postfeminist sensibility (Gill, R. (2007). Postfeminist media culture: Elements of a sensibility. European Journal of Cultural Studies, 10(2), 147-166. doi:
10.1177/1367549407075898
), neoliberal notions of the self and discourses of health consumption. A postfeminist biopedagogy (Wright, J. (2009). Biopower, biopedagogies and the obesity epidemic. In J. Wright, & V. Harwood (Eds.), Biopolitics and the 'obesity epidemic': Governing bodies (pp. 1-14). New York, NY: Routledge) instructs and regulates girls' bodies and health subjectivities through a language of choice, empowerment and health although, at the same time, framing exercise as disciplined work to achieve the normative body. Although participants criticized such representation of the perfect body, they considered these normative pressures as necessary to 'successful' identities in postfeminist times. Our analysis reveals how some young women learn about exercise as 'aesthetic labour' through the biopedagogies circulating on Instagram, with continual work upon the body associated with performing subjectivities which are confident, happy and powerful. We conclude by exploring the implications of our findings for Physical and Health Education and young women's wellbeing.
Denna korta artikel tillägnas en av den akademiska världens nordiska forskare som har arbetat för att göra skillnad. Idag talas det mycket om att akademiker är upptagna av sin egen karriär och lägger ...all kraft på att publicera, men Jan-Erik hör till dem som mer har brunnit för ett fält och velat göra något bra för detta – och hans fält är det förskolepedagogiska – vilket vi varmt applåderar
Ciascuna scienza ha la necessitá - e la responsabilitá - di predisporre una riflessione epistemologica volta a chiarificare e rigorizzare il proprio sapere.
This paper explores how art and spirituality are connected and examines how art-based pedagogy, including art appreciation and art making, can facilitate not only developing emotional skills, but ...also cultivating spirituality and spiritual wisdom in management education. It further proposes that art appreciation is a virtuous activity, as it can facilitate the learning of spiritual values in a more personally meaningful way. By presenting an integrated model of art appreciation and sharing pedagogical examples of art appreciation, I propose that art appreciation can provide a more intuitive and immediate approach for developing spiritual values such as empathy and interpersonal care in management education. The primary purpose of this paper is therefore to explore the pedagogical potential of contemplative art-based practices in cultivating not only the students’ emotional skills, but also their understanding of spirituality, thereby contributing to a heightened sense of their personal empowerment and overall well-being.
The subject of the work is the phenomenon of pathostreaming. Its essence, Polish specificity and repercussions from the perspective of psychopedagogy were presented. Possible preventive measures were ...also discussed. In order to provide a summary of the findings so far in the abovementioned scope, the method of desk research was used, through which the literature on the related issues was reviewed.
In this study, which was conducted to compare the achievement attributions of second-class primary school students to music lessons and different variables, students' attitudes, extracurricular ...activities, music lesson learning environment, block flute and ability dimensions were examined, and these sub-dimensions were classified and the effects were investigated according to grade level, gender, whether received (amateur) instrument training or not, the idea of success, school and attention. The research, in which the relational scanning model was used, was conducted with 676 students from the 5th, 6th, 7th and 8th grades of primary education, who were selected from the central districts of Gaziantep and were educated in the institutions that provide musical instrument training. As a result of the research, it was understood that students attribute success in music to ability, attitude and music lesson learning environment. However, students' achievement attributions differ significantly according to grade level, gender, the idea of success, school and whether they have received musical instrument training or not. It is seen as a positive situation that students who receive general and sympathetic instrument education attribute their success in music lessons at school to the music lesson learning environment and attitude. It should be perceived as a positive situation that these students, who take general and amateur instrument education, attribute success towards music lessons at school to the music lesson learning environment and attitude because a positive attitude means that the student likes the music lesson, attaches importance to it and is interested. Likewise, the reason for the success attributed to the music lesson learning environment can be interpreted as the interest in the music lesson, the positive approach of the teacher, the endearment of the lesson and the use of appropriate strategies
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