The meaning of the term 'inclusion' is often taken for granted and seldom defined. Empirical research on inclusive education is often normative since it is based on terms such as 'justice' and ...'democracy'. Such terms are challenging to translate into real practice because their meanings depend on a subjective evaluation related to the time and place where inclusion is supposed to happen. Inclusive education, therefore, is challenging to explore in research and to achieve in educational situations. This article explores the understanding of inclusive education through the lens of social system theory developed by Niklas Luhmann as well as theory of institutionalism. With the perspectives underlying mechanisms that create inclusion and exclusion in schools are identified at different institutional levels. Furthermore it is shown how subsystems include and exclude, i.e. what criteria apply to the access and rejection of a system. In this theoretical contribution to understanding inclusive education, we seek to intertwine Luhmann's theory of inclusion and exclusion with the institutional theory of the social construction of reality to discuss how policy, management, teaching, student relationships, and everything within the context of education that involves communication can create institutionalised systems with mechanisms that form persistent exclusion for some students.
The virus is currently spreading around the world and has been labeled as a pandemic by the World Health Organization (WHO). Every activity is conducted at home, which is called Work From Home (WFH). ...The transition in the educational system from direct to online learning does certainly influence people’s attitudes, which are the indicator of successful learning. It includes knowledge, comprehension, attitudes, and so on. Based on the description, it was conducted the research entitled "Analysis of Attitudes of PGSD FKIP UNRI Students in Online Learning During the Covid-19 Pandemic". Based on the background of the problem, the formulation of the research problem was "how are the attitudes of PGSD FKIP UNRI students in online learning during the covid-19 pandemic?". The type of research used a survey method with a questionnaire as the data collection tool by using a quantitative approach descriptively, which is written words. The research was conducted at PGSD FKIP of Universitas Riau in the odd semester of the 2021/2022 academic year. The population and sample involved 119 students in the year 2019 of PGSD FKIP UNRI. According to the research results, the average score was 67.17 with a good category. At the first indicator, cognitive indicates 74.8 in the good category. At the second indicator, affective implies 67.3 with the good category. At the third indicator, the conative shows 59.42 in the good enough category.
Empirical research conducted in numerous countries provides substantial evidence supporting the pivotal role of cultural capital in comprehending educational inequality. However, the operation of ...cultural capital varies across certain regions in East Asia due to distinct educational systems. This study integrates micro‐level mechanisms of cultural capital, teacher bias, and the Chinese educational system to identify its determinants. Findings from the China Education Panel Survey indicate that families with high socioeconomic status tend to cultivate cultural capital but downplay its importance during critical exams. Teachers tend to favour students with cultural capital, which can indirectly enhance academic performance. However, the standardized examination system ultimately suppresses this effect and leads to an overall negative impact. This study suggests that the educational system plays a pivotal role in determining cultural capital and highlights the necessity for further discussions on its relationship with institutions.
The present study aims to explore the views of lower secondary education teachers on the inclusion policies of immigrant and refugee students in Greek education. Fourteen secondary school teachers, ...six men and eight women, participated in the survey. The research was conducted using the semi-structured interview method. The results showed that the Greek language is a crucial factor supporting their adaptation to education. At the same time, in educational policy issues, most of them highlighted the problems in the material and technical infrastructure and the training of teachers.
Dear Editor: Since December 2019, the world has been involved in a major pandemic. COVID-19 pandemic had devastating effects on health, hygiene, economy, and society, particularly educational systems ...(1). Before COVID-19, the education system was one of the major concerns of all countries. But the higher importance of students' health caused the closure of face-to-face education during the pandemic. For this reason, it is said that the long-term psychological damage and destructive effects of this epidemic can often be seen for decades (2, 3). Undoubtedly, the positive effects of this pandemic on education cannot be ignored. Educational systems have not changed for nearly several centuries. In the last few decades, small steps have been taken to change educational systems in some countries, but COVID-19 has caused all countries to move towards alternative methods of education, e.g. designing and preparing educational programs through the Internet, radio, and television. However, what was neglected in the meantime was attention to the issue of education and its connection with the psyche (4-6). The results of an online questionnaire-based study conducted in England on 927 parents of children aged 5 to 11 showed changes in the emotional state and behavior of the children. The most common symptoms during the quarantine were boredom (73.8%), feeling lonely (64.5%), and disappointment (61.4 %). Also, irritability, restlessness, anger, anxiety, sadness, worry, and an increased likelihood of arguing with other family members were othee symptoms reported by parents (7). One of the largest studies on the effects of COVID-19 on mental health of students was conducted in France because it was the most affected country among the European countries at the very beginning of the COVID-19 pandemic. In that study, 59,000 students were selected based on three mental health indicators, including depression, anxiety, and distress, and questionnaires were prepared. The results indicated that 6.96% suffered from severe depression, 39.19% experienced anxiety, and 20.7% experienced severe distress during COVID-19. Moreover, girls obtained higher score than boys in mental disorders. At the same time, the study showed that students who faced financial problems during the pandemic were noticeably more likely to suffer from mental disorders (8). The above-mentioned statistics and similar statistics all indicate that education and training have a serious effect on the mental health. Although during the quarantine, the issue of education improved to a large extent, the mental issue was weakly addressed. In fact, what causes the educational backwardness of students is the challenges that have arisen between parents and students, therby causing students' confusion, anxiety, and depression. Therefore, schools should be reopened, while considering these difficulties. However, if these challenges are not taken into account, the educational system will face serious problems, one of which will be the lack of cooperation of parents and students to return to school (9). The reopening of schools should be presented as a social and psychological imperative because families clearly witnessed the behavioral abnormalities of their children during the COVID-19 era. According to our statistics, parents should be informed that physical health the same as mental health is highly important. Based on announcement of the head of the Mental Health Office of the Ministry of Health, Treatment and Medical Education announced in 2019, about 23% of the country's population suffers from some kinds of mental disorders. This figure means that one out of every four people has a mental disorder (10). During the quarantine, children spent significantly more time on screens and less time on physical activity and sleep. In addition, family life was described as rather difficult. It is not an exaggeration to say that COVID-19 has physically affected 2% of the entire society, but mentally, all the society has been affected by this disease. For this reason, it is crucial to pay attention to the mental issue in this pandemic, and the most vulnerable group of society, both physically and mentally, are students.
The First World War (1914 - 1918) strengthened the idea of self-determination of nations in Europe, while the end of the war created favourable conditions for the creation of new states, including ...the proclamation of the Republic of Latvia on November 18, 1918. The creation of an independent Latvia State for the first time gave an opportunity to create an education system based on national interests. As a result, the Latvia education system during the period from 1919 to 1934 was transformed according to socioeconomic and political changes, creating for the first time a national education system based on the innovative pedagogical ideas of the given era. Basically, during the period of Latvia's first free state, in the democratic regime, the education system, in compliance with trends in Europe, was dominated by reform pedagogy. The purpose of the article is, based on the content analysis of periodicals and historical sources, to identify the existing values of Latvia education (school pedagogy) during the democratic period from 1919 to 1934, in the context of European educational values. As a result of the theoretical research, based on the content analysis of periodicals and historical sources, the following educational values have been identified as the most important: creativity; discipline; obedience of students; kindness; humility; individualization; personality of the teacher; professional mastery of the teacher; love of the fatherland.
La declaración de pandemia mundial de la COVID-19 sorprendió a México a la víspera de numerosos cambios de política pública, entre ellos una reforma educativa cuyas leyes reglamentarias (una nueva ...Ley General de Educación, La Ley General del Sistema para la Carrera de las Maestras y los Maestros y la Ley para la Mejora Continua de la Educación) se aprobaron hacia el último trimestre de 2019. En el presente texto se sistematizan las medidas de contingencia adoptadas en la esfera educativa. Al respecto, en primer lugar, se valora su adecuación a ciertas recomendaciones internacionales, pero también a las condiciones concretas del contexto nacional. En segundo lugar, se resumen las principales evidencias existentes a la fecha sobre los efectos de la pandemia sobre diversos procesos educativos. Sobre esta base, se pondera cuánto ha afectado la circunstancia pandémica al desarrollo de algunos de los principales cambios previstos con la reforma educativa.
Partiendo de la idea de que las investigaciones y quienes las realizan inciden en la construcción del sistema educativo, este artículo busca describir y entender cuáles son los principales patrones ...de publicación académica sobre política educativa en el Chile post-dictadura (1990–2019). Mediante una revisión sistemática de más de 300 artículos sobre política educativa, se caracterizan a quiénes publican, los métodos que utilizan y sobre qué se ha investigado durante las últimas tres décadas. Los resultados muestran que la investigación sobre política educativa se caracteriza por producirse en un ambiente masculinizado, individualizado, dominado por universidades de élite y con una creciente autonomía disciplinar. Además, la investigación en política educativa es altamente descriptiva y tiende a utilizar el enfoque cualitativo como forma de aproximarse a los fenómenos que estudia. Finalmente, se observa que, aun cuando la mayoría de los estudios tienen una postura crítica frente al mercado, en general buscan corregirlo más que removerlo. Este ejercicio permite profundizar la reflexión sobre la reconfiguración de las relaciones entre investigación y política educativa, así como de los mecanismos de influencia que las y los investigadores en educación desarrollan sobre la política educacional.
Six Bricks Preston, Lynn; van der Merwe, Jaco; van der Merwe, Wanda ...
2023
eBook
Open access
The Six Bricks® initiative is a teaching and learning method that encourages focused engagement in the classroom by all learners, from the foundation phase to adulthood. By using six simple, ...colourful DUPLO® bricks, an element of play is introduced into a situation that inevitably leads to all individuals focusing and interacting. This is one of the major contributions to all teaching and learning disciplines and promotes the audience to learn with enjoyment, enthusiasm and concentration. Along with this, communication is promoted, sparking unimaginable creativity and creation. This book provides the reader with an alternative focus to the original educational application of the Six Bricks® activities. This Six Bricks® initiative focuses on the therapeutic application and processes in communities, schools and within individuals themselves. As each author has had an intimate connection with Six Bricks® initiative, they are all more than qualified to provide their autoethnographic reflections on this initiative, which holds so much promise and excitement for learning and teaching. Therefore, each author’s contributions were original and personalised, providing a new field in the avenues of research in the South African context, as South Africa does not have – as yet – much research on this topic. The methodology used in this qualitative research study was primarily from each author’s perspective; thus, their self-reflection and anecdotal personal experiences form the core of these chapters. Therefore, this autoethnographic is a self-reflective form of writing which involves self-observation and reflective investigation in the context of ethnographic fieldwork and writing.
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