Przeglądanie według Temat "school culture"

Aktualnie wyświetlane 1 - 4 z 4

Dealing with disability from a holistic approach: strategies and procedures in school inclusion
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2015) Soler Costa, Rebeca
When stakeholders implement new measures in education Acts, they also involve changes at the school’s organizational level. In the field of Didactics and School Organization, these changes allow improvements to offer quality in Education. Focusing on school inclusion, the treatment of students with specific need of educative support can be assumed through the praxis of specific methodological principles, promoting an individualized attention and human, social and material resources. To examine the role of stakeholders when dealing with disability, this chapter focuses on the analysis of how school inclusion is developed in a High School in the Spanish region of Aragón. Thus, this case study (Marcelo & Parrilla, 1991, Yin, 1994, Stake, 1998) has been conducted with an eminently qualitative and descriptive methodology (Cohen & Manion, 1990). The techniques applied have focused on group discussions (Krueger, 1991, Suárez, 2005). The results show there exists a lack of connection between the macro-political and the micro-political level.
Empowering inclusive education: principles for excellence in teaching and lifelong learners
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Soler Costa, Rebeca
A long time ago educational policies started to develop different measures to offer students with educational needs the support required. However, society is each time more diverse and requires additional strategies to provide a real inclusive education. Most of the times institutions face up problems due to the lack of resources. For this reason, along this research an approach to empower inclusive education is examined. Principles for excellence in teaching and lifelong learners are promoted in a way to enhance all possible strategies to offer the attention students’ diversity demands. The results show how stakeholder’s prescriptions contribute to offer educational support and how inclusive education can be deeply developed in institutions. The new socio educative demands need specific principles, teaching methods and techniques that allow diversity abilities and skills in the classroom.
Foucault and education. Some key aspects of Foucauldian thought applied to education
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Mauri Medrano, Marta
The huge possibilities Michel Foucault and his work afford us as heuristic tools help us to use his theory as a theoretical framework and to understand the educational situation of our times. The aim of this paper is to highlight some analysis concepts and categories from Foucault’s work to discern their light and shade and pave the way for new research interested in using this conceptual ‘toolbox’.
Indywidualne teorie nauczycieli jako element kultury szkoły
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Dusza, Bożena
Poszukując użytecznych kategorii służących do opisu i badania codzienności szkoły, warto zwrócić uwagę na indywidualne pedagogiczne teorie nauczycieli będące elementem kultury szkoły. W tekście przybliżam pojęcie indywidualnych teorii nauczycieli, ich rodzaje, obszary, jakich mogą dotyczyć. Przyjmuję, iż indywidualne teorie pedagogiczne nauczycieli w odróżnieniu od wiedzy naukowej są ich „wiedzą osobistą”, gromadzoną na podstawie indywidulanych doświadczeń. Wiedza ta służy do rozwiązywania praktycznych problemów, a co za tym idzie, w istotny sposób wpływa na działania szkolne nauczycieli, a skoro tak, to nie może być w badaniach nad szkołą pomijana.