The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, (...) curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. (shrink)

Stigma against mental disability within the medical field continues to impose significant barriers on physicians and trainees. Here, we examine several implications of this stigma and propose steps toward greater inclusion of persons with mental disabilities in the physician workforce.

Background During the COVID-19 pandemic, virtual visiting technologies were rapidly integrated into the care offered by intensive care units (ICUs) in the UK and across the globe. Today, these technologies offer a necessary adjunct to in-person visits for those with ICU access limited by geography, work/caregiving commitments, or frailty. However, few empirical studies explore the ethical issues associated with virtual visiting. This study aimed to explore the anticipated or unanticipated ethical issues raised by using virtual visiting in the ICU, (...) such that healthcare professionals can be informed about how to carry out virtual visits ethically, safely and productively. Methods We used a descriptive exploratory qualitative research approach recruiting a convenience sample of newly-graduated junior doctors facilitating ICU virtual visits in a tertiary academic centre. Eight newly graduated junior doctors, seven female and one male, aged 23–27, participated in semi-structured interviews. We analysed transcripts using an inductive coding approach. Results Five overarching themes emerged. Two of the themes namely, ‘fulfilling a moral instinct to connect families’ and ‘promoting autonomy’, arose from participants’ descriptions of how virtual visits aligned with healthcare standards and practices they considered ethical. Three further themes, ‘preserving dignity and privacy’, ‘managing emotional distress’, and ‘providing equitable access’ to virtual visiting technologies, highlight how virtual visits might exacerbate ethical issues related to family communications. Conclusion Virtual visiting may potentially both ameliorate and exacerbate aspects of ethical healthcare delivery for ICU patients and family members. ICU team members should consider unique ethical considerations related to using virtual visiting. We recommend virtual communications skills training for staff and advocate for the use of easily accessible educational resources for families who wish to visit critically unwell patients remotely. (shrink)

In a fiercely competitive business landscape, the optimization of supply chain management (SCM) strategies and the integration of robust corporate digital competencies stand as pivotal determinants for sustained success across various industries, including the fast-moving consumer goods (FMCG) sector. The study investigates the dynamic interplay between SCM strategies, corporate digital competencies, and operational performance. Through a hypothesis testing research design, the examination sought to determine the influence of these variables. The study revealed strong support for the hypothesis that SCM strategies (...) significantly impact corporate digital competencies and, in turn, operational performance. The results indicated a direct positive relationship between SCM strategies and operational performance while corporate digital competencies indirectly influenced operational performance through their mediation between SCM strategies and operational effectiveness. The findings underscored the integral role of corporate digital competencies in enhancing the efficacy of SCM strategies, amplifying operational performance, and driving customer-centric value. These implications stress the imperative for businesses to strategically align their SCM processes with digital competencies to effectively navigate market complexities and ensure long-term competitiveness. (shrink)

Sheikh Halid Sufi, as a Sufi poet, addresses human being as the main subject of his sufist dicourse. He is an important figure of our recent history as he primarily adopted the goal of human perfection and revealed a doctrine of humanity in the school of knowledge. In advance of our current century, when human is seen just in physical respect, he lived as a man of heart who handled human being with an integrated approach within the aspects of (...) matter and spirituality, the world and the hereafter, individual and community, body and soul. In this communiqué, I will discuss Sheikh Halid Effendi’s ontology and his point of view on the place of human being in the realm of existence. He seeks human perfection and wishes people to free themselves of shabby desires and regain their disposition. He recommends people to achieve purity in order to reach the rank of being a mirror to God’s reflections. As a Sufi poet, he attaches importance to carrying out the education of divine journey, wrapping up in mystical ethics, having the identity of wisdom and gaining the aesthetics of love so as to reach the perfection. SUMMARY Sheikh Mehmed Halid was born in 1273/1856 in Sivas. He graduated from Ottoman Junior High School. He attended the 1893 War. In 1880, he started his professional career at a state office. Until 1899, he served in several positions, as assistant judge in Erbaa Lower Court, as Prosecuting Deputy Attorney in Sivas, as Prosecuting Judge assistant in Lower Court and head clerk in Darende, as head clerk in Lower Court in Tonus/Altınyayla, and as prosecuting judge in Kuruçay. He died in 1931 and was buried in Sivas Yukarı Tekke Graveyard. Sufism (tasawwuf) is an education for integrity towards maturity, in a way to prufiy the self from evils of nafs (self) and to reach the love of Allah. This spiritual educational journey is called ‘Seyr-u Suluk’. Sheikh Mehmed Halid completed his Seyr u Suluk as a dervish (student) of murshid (mentor) Kastamonulu Ganizade Mehmed Sadık Baba. Sheikh Mehmed Halid wrote three books called Hilafetnāme, Mektubāt, and Divan. He deals with issues of Sufism (mysticism) in these works. Primarily, his works dwells into the matters of morals, worship, good manners (adab), customary practices, ingenuity, existence, and love. Sheikh Mehmed Halid’s sole attempt is to explain the relationship among Allah, man and universe in an understandable way. According to Sheikh Mehmed Halid’s conception of Sufism, existence is unique and that existence is only Allah. The existence of Allah is absolute while the existence of assets is relative. Things do not exist on their own. Universe is like a mirror. What is reflected in the mirror of universe are the shadows of Allah the Omnipotent. The graces of The Divine are reflected in this mirror. All the things that exist in the universe proves the Self of Allah and his properties. Each of the things in the universe are the words of Allah. The existence of the universe is a result of Allah’s mercy. Man is the fruit of the tree of the Universe.Man is both the embodiment and the reflection of Allah. We want to discuss the position of man in between Allah and the universe with Sheikh Halid’s verses. Perceiving plurality in unity and unity in plurality, Sheikh Mehmed Halid attributes the variety of things and existence in the universe to the Divine beauties of Allah. For those who can comprehend, the plurality/ abundance in existing objects in the universe indicates singularity and uniqueness of Allah. According to Sheikh Halid, Allah is independent from and beyond all the entities that exist in the universe. However, Allah, manifests Himself in the things that he creates and the actions he takes through His divine names and properties. According to Sheikh Halid, each object is a reflection of Allah’s divine properties. Every entity in the universe glorifies Allah with all their existence. For Sheikh Halid, Seyr u Suluk is the journey from weakness to perfection, from substance to meaning, and from things to reality. Considering Seyr u Suluk education as distancing one’s self from other beings, reaching purity of heart, disposing of all signs explains these concepts with pilgrimage metaphor. As a response to those who asks him what he meant by seyr u suluk, he says seyr u suluk is servitude and submission to Allah. In order for Seyr u Suluk to be meaningful, a person should enter the way of a murshid-i kāmil (perfect religious mentor), and should have sincerity, purity (being deprived of all sins) and dhikr. According to Sheikh Halid, someone who is not in trouble is not given a remedy. So as to bother is necessary for remedy to be arisen. Nuisances of the universe are also ephemeral as the universe itself. Therefore, it is unnecessary to bother things that are ephemeral. Because remedy is not available without being mature. According to Sheikh Halid, the procedure of gaining advantage from being mature; getting rid of the ego, feeling the love, being pioneer of the mission, being modest, to attain soul pleasure, escaping from fame, leaving the claim, the glory of salvation, proceeding dhikr, reaching the conquests and escaping from friendship of worldly things. According to Sheikh Halid, being mature is not setting about affiliation ceremony. Asceticism cannot be a show and claim authority. Sincerity is needed on the basis of seyr u suluk education. Asceticism which is an effort of making the religion a specific of Allah is to make intimacy with Allah. Sheikh Halid wants his murids who take part in ṭarīqa (sufī path) to decide on the sincerity. Sincerity is said to be the unique factor that makes sense the membership. Seyr u suluk which begins with being membership of mature murshid, which makes sense with proceeding worship and respecting the sincerity arises by teaching manners to soul. Seyr u suluk is trying to reform the soul. Teaching manners to soul is a challenging and significant task. The most important factor that ensure teaching manners to the soul to be achieved is dhikr. Dhikr practice which makes successful the teaching manner to the soul of seyr u suluk training increases the prudence and foresight of dervish. The unique task that murshid expects from his murid during the membership process is to adjust his soul and parlance to the dhikr of Allah. Dhikr of Allah is a product of fondness. According to Sheikh Halid, one who wants to be remembered in heaven should himself learn to remember Allah. Sheikh Halid gives too much importance to disciplining the tariqa where sufi training takes place. A murid should qualify his murshid whom he intimated to. Followers should gain sufficient advantage from the spiritual atmosphere in the dergāh of their murshid. The murid must be at the service of the murshid who trains him and should obey tariqa manners. Salik who achieves seyr u suluk, who maturates the sufi ethics and who gains sincerity through dihkr of Allah tries to achieve the Gnosis. The intent of being a human is to know Allah. The biggest disaster for human is to come upon unawareness. Sheikh Halid who assumes the the Arifs as sultans of walayah makes a comparison between the Arifs and the Zahids and prefers the Arifs. He thinks that the Zahids pay attention to the appearance, cannot reach the basis and cannot go beyond Allahliness show. Sheikh Halid, who encourages the Zahids to avoid comparing themselves with the Arifs, warns the ones who combat with the Arifs and reminds that Allah proclaims warfare to those who has hostility towards those surrendering themselves to Allah. Sheikh Halid lines up the ways of being mature and having wisdom as godly grace, asceticism, love, the mind of leaving, battle with the self, humility, dikhr and being woeful. Salvation process which Marifetullah will guide is to achieve the love of Allah. Love is the way of achieving the reunion. The reality can just be gained through love. However, gaining the divine love requires to be loved. Because, the way of gaining the divine love is to remove everything except Allah from one’s heart. (shrink)

The development of a set of religiously integrated schools in Northern Ireland since 1981 is often portrayed in wholly positive terms. However, the continued growth of the movement has generated serious tensions at a number of levels which have wider implications for any analysis of the implications of parental choice.

The article considers a pressing problem in the field of inclusive education: creating a comfortable learning environment for the effective education of children with special needs. In this article, a mobile electronic alphabet Braille simulator is an element of the learning environment for children with special needs. The article describes an experiment on teaching visually impaired and blind children using a mobile electronic Braille alphabet simulator. The mobile electronic Braille alphabet trainer, based on new advanced technology, was developed by Kazakh (...) scientist-inventor Galimzhan Gabdreshov under the brand of his company SEZUAL. It was developed to reduce the time that blind children need to learn to read. The relevance of the study lies in the need to educate visually impaired and blind children through the introduction of modern technologies. Children entering primary, mainstream and special needs schools have been learning Braille for several years with varying degrees of success. The article shows the result of an experiment on teaching children using an electronic Braille alphabet simulator and without this simulator. The experiment showed the benefits of teaching blind children using a Braille simulator. An experimental study on the implementation of the SEZUAL electronic alphabet simulator with Braille was carried out in schools for the blind in the cities of Atyrau and Astana. A way to improve a mobile electronic alphabet Braille simulator is to make a simultaneous sound signal when a child presses the keys of the Braille simulator, with different Braille characters. To enhance the impact on the associative zone of the cerebral cortex, in the Braille simulator, sound signals of each key are added to the touch keys, which, like visual signals, are processed by the associative zone of the cerebral cortex and help to consolidate the perception of the simulator keys. This article describes in detail an experiment on the assimilation of educational material by blind and visually impaired children using a combination of parameters of sensorimotor and auditory perception of children. To clarify the peculiarities of the perception of blind and visually impaired respondents, their leading representative systems and modalities were identified before the experiment. The test was conducted based on the educational institution Atyrau Regional School for Gifted Children, Republic of Kazakhstan. (shrink)

The U.S. military is developing augmented reality (AR) capabilities for use on the battlefield as a means of achieving greater situational awareness. The superimposition of digital data—designed to expand surveillance, enhance geospatial understanding, and facilitate target identification—onto a live view of the battlefield has important implications for virtuous conduct in war: Can the soldier exercise practical wisdom while integrated into a system of militarized legibility? Adopting a virtue ethics perspective, I argue that AR disrupts the soldier’s immersion in the (...) scene such that he is blinded to features beyond those identified in advance by the military’s system of cybernetic judgment. I turn to Michael Walzer’s classic account of the “naked soldier” dilemma to illustrate how AR capabilities radically shrink the bounds within which the soldier can cultivate the capacity for right conduct. By transforming the ambiguous ethical matter of killing an enemy combatant into the straightforward application of a rule, AR hollows out the soldier’s potential for virtuous action. The “smart battlefield” leaves no space for deliberative judgments that transcend the technical and legal determinations already written into the soldier’s view of the scene. (shrink)

A project on teaching business ethics at The Wharton School concluded that ethics should be directly incorporated into key MBA courses and taught by the core business faculty. The project team, comprised of students, ethics faculty and functional business faculty, designed a model program for integrating ethics. The project was funded by the Exxon Education Foundation.The program originates with a general introduction designed to familiarize students with literature and concepts pertaining to professional and business ethics and corporate social responsibility. This (...) may be accomplished through orientation sessions, readings, packages, short classes and lectures. (shrink)

Integral Education - Beyond Schooling explores a new paradigm of education, taking learning and teaching beyond conventional schooling, towards what may be called evolutionary education and the growth of consciousness. The book is premised on the idea that we humans are still evolving in consciousness and have reached an evolutionary tipping point where we need a radically new way of learning and growing, a radically new way of perceiving, understanding and organizing our world and living our day to day lives (...) in it, more in harmony, oneness and peace. This is a book that must be read by all who are interested and involved in the human future, immediate and long term. (shrink)

Monograph describing the theoretical basis and curriculum development of the hibernia experimental school, combining vocational education with general education and located in the ruhr region of Germany, Federal Republic - in light of rudolf steiner's integrated approach to education, traces its evolution from factory training unit to an integrated comprehensive school, reviews the structure of practical education, and applies pedagogics of steiner's "study of man" to the process of learning. Bibliography pp. 191 to 196 and diagrams.

Integrating local wisdom into the English learning process is essential to preserve cultural identity and promote a more meaningful and relevant learning experience for students. This study aimed to explore students' perceptions on the importance of integrating local wisdom of the Malay community in English language learning. A qualitative approach was applied, which involved a survey of 27. The results showed that most students believe that the integration of local wisdom of the Malay community in English language learning is important. (...) They recognized the potential benefits, including increased cultural understanding, better language learning motivation, and development of 21st century skills. However, the students also identified some challenges, such as the limited availability of learning resources that integrate the local wisdom of the Malay community and the need for better teacher training in this area. The findings of this study indicated that students were generally open to the integration of Malay local wisdom in English language learning, but there needs to be a more systematic and comprehensive effort to address the identified challenges. Implications for curriculum development, teacher professional development, and learning resource design to integrate local wisdom of the Malay community in English textbooks. (shrink)

This paper evaluates the ways in which European business schools are implementing sustainability and ethics into their curricula. Drawing on data gathered by a recent large study that the Academy of Business in Society conducted in cooperation with EFMD, we map the approaches that schools are currently employing by drawing on and expanding Rusinko’s :507–519 2010) and Godemann et al.’s matrice of integrating sustainability in business and management schools. We show that most schools adopt one or more of the four (...) approaches outlined by Godemann et al.. However, we also argue that a fifth dimension needs to be added as the existing matrices do not capture the systemic nature of such curricular initiatives and how these are influenced by internal factors within the business school and external factors beyond. We suggest calling this fifth dimension ‘Systemic Institutional Integration’ and demonstrate that any business school which aims to integrate sustainability further into the curricula cannot succeed without the following: Systemic thinking and systemic leadership, Connectedness to business, the natural environment and society and Institutional capacity building. Utilising further literature and the answers provided by the deans and faculty, we discuss each factor in turn and suggest paths towards the successful systemic institutional integration of sustainability and ethics into management education. (shrink)

The promise of a free, high-quality public education is supposed to guarantee every child a shot at the American dream. But our widely segregated schools mean that many children of color do not have access to educational opportunities equal to those of their white peers. In Integrations, historian Zoë Burkholder and philosopher Lawrence Blum investigate what this country’s long history of school segregation means for achieving just and equitable educational opportunities in the United States. Integrations focuses on multiple marginalized groups (...) in American schooling: African Americans, Native Americans, Latinxs, and Asian Americans. The authors show that in order to grapple with integration in a meaningful way, we must think of integration in the plural, both in its multiple histories and in the many possible definitions of and courses of action for integration. Ultimately, the authors show, integration cannot guarantee educational equality and justice, but it is an essential component of civic education that prepares students for life in our multiracial democracy. (shrink)

What importance do we recognize to the relationship between education and individuality in today’s educational institutions? Recent educational policy choices are increasingly focused on proposing curricula based on the skills to be acquired, (standard) action parameters for schools and on the use of “accountability” devices aimed at verifying the achievement of expected results. Following a similar approach, the individuality of each appears as a neglected element. In this article, the link between education and individuality in school curricula is addressed, according (...) to a phenomenological perspective. The starting point outlines a synthetic picture of the ways in which the philosophy of contemporary education thematizes the issue; then, in a second part, it develops a phenomenological description of the relationship between education and individuality such as to integrate and broaden the contributions of today’s philosophy of education. The article concludes by showing some implications aimed at rethinking the school experience as an opportunity for integral education and suggests indications for possible further research. (shrink)

This paper evaluates the ways in which European business schools are implementing sustainability and ethics into their curricula. Drawing on data gathered by a recent large study that the Academy of Business in Society conducted in cooperation with EFMD, we map the approaches that schools are currently employing by drawing on and expanding Rusinko’s :507–519 2010) and Godemann et al.’s matrice of integrating sustainability in business and management schools. We show that most schools adopt one or more of the four (...) approaches outlined by Godemann et al.. However, we also argue that a fifth dimension needs to be added as the existing matrices do not capture the systemic nature of such curricular initiatives and how these are influenced by internal factors within the business school and external factors beyond. We suggest calling this fifth dimension ‘Systemic Institutional Integration’ and demonstrate that any business school which aims to integrate sustainability further into the curricula cannot succeed without the following: Systemic thinking and systemic leadership, Connectedness to business, the natural environment and society and Institutional capacity building. Utilising further literature and the answers provided by the deans and faculty, we discuss each factor in turn and suggest paths towards the successful systemic institutional integration of sustainability and ethics into management education. (shrink)

For anyone concerned about students’ moral development, academic dishonesty presents a pervasive problem but also a promising possibility. The present paper describes the theoretical and empirical underpinnings of process-oriented, four-component model approach to promoting students’ “moral functioning” related to academic integrity, and the research project currently underway that is providing Web-based professional development to teachers for using the model in their high school classrooms. In doing so, we hope to develop a scalable approach that offers teachers an opportunity to be (...) the primary agents of change in transforming the problem of academic dishonesty into a possibility for positive youth development. (shrink)

School reforms in the late 19th century, mirroring larger social, economic, and political changes in American society, account für the permanent lodging of science into the high school curriculum. Major changes in science courses, texts, and instruction occurred in these years. These changes then and since, however, were marked by ideological struggles among groups of reformers representing university academics, policy makers, and educators over why science knowledge and pedagogy reflected deeply embedded value conflicts in American democracy and over the purposes (...) of the high school in such a society. (shrink)

Since the advent of the No Child Left Behind Act of 2001, classrooms in the U.S. have experienced a steady decline in the amount of time teachers spend on social studies, with the elementary grades suffering the highest level of decline. There is currently a need to understand how teachers perceive the problem of insufficient social studies instruction time and gain their perceptions of curriculum integration as a solution. The purpose of the qualitative case study was to explore how 14 (...) elementary social studies teachers in Grades 3 to 5 integrate social studies throughout the curriculum. In addition, another aim was to evaluate the outcomes of employing an integrated social studies curriculum on teaching civic competence to students. This qualitative case study included interviews and focus group discussions; data were then analyzed using a thematic analysis. It was discovered that teachers believed that by increasing instructional time for social studies, students’ understanding of the subject and its concepts should also increase; however, the key disadvantage was the need to have adequate time and planning to integrate the subject. The interviewed teachers shared that the best method of integration is by incorporating social studies concepts in classroom projects and activities. From the results, it is then recommended for the integrated curriculum theory to be strongly considered by the key educational decisions makers in the country. The results can help the schools determine how to best increase social studies instructional time, improve quality of social studies education, and the positive effects of instilling civic competence among their students. (shrink)

This study investigates the integration of the interactive whiteboard into Science teaching during the primary educational cycle and teachers’ perceptions about the use of the information and communication technology in the school subject Science. An online questionnaire was distributed to Croatian schools in 2015/2016. A total of 104 teachers expressed their perceptions, 65 of them were from schools without an IWB, while the remaining 39 responded to our online questionnaire from schools with an implemented IWB. The results indicate the higher (...) usage of ICT in schools with an IWB compared to schools without an IWB. Teachers use IWBs and computers mostly once or twice per week and DVDs once per week. Additional results pointed to the positive teachers’ perceptions on technology in linking student motivation to outcome levels in science. The findings reveal the constant education focused on IWB integration, and internet and technical support as a starting point for an innovative practice in science. Future studies are directed to the investigation of the use of technology in all schools in the Republic of Croatia. U radu se prikazuju rezultati istraživanja o korištenju pametne ploče u nastavi Prirode i društva te stavova učitelja o uporabi informacijske i komunikacijske tehnologije u podučavanju tih nastavnih sadržaja. Istraživanje je provedeno putem online upitnika koji je bio poslan u škole u Hrvatskoj tijekom školske godine 2015/2016. Ukupno 104 učitelja iskazalo je svoje stavove: 65 učitelja iz škola bez pametne ploče, a 39 iz škola u kojima koriste pametnu ploču. Rezultati ukazuju na češću uporabu IKT u školama s pametnom pločom u usporedbi sa školama bez nje. Učitelji pametnu ploču i računala najčešće koriste jednom do dva puta tjedno, a DVD jednom tjedno. Rezultati također pokazuju pozitivne stavove učitelja o uporabi tehnologije za povećanje motivacije učenika i njihovih postignuća. Nalazi istraživanja ukazuju na kontinuiranu edukaciju usmjerenu na rad s pametnom pločom te tehničku podršku kao ključne za inovativnu nastavu. Buduća istraživanja trebala bi analizirati korištenje tehnologije u svim školama u Republici Hrvatskoj. (shrink)

The present study focuses on the association between peer integration and the development of depressive symptoms in secondary school students. A sample of 393 7th grade students (194 boys, 199 girl...

Many profess a belief in the importance of school integration. In this essay I argue that the evidence tells against the sincerity of this belief.

Adolescent risk-taking behaviour has potentially serious injury consequences and school-based behaviour change programmes provide potential for reducing such harm. A well-designed programme is likely to be theory-based and ecologically valid; however, it is rare that the operationalisation process of theories is described. The aim of this paper is to outline how the theory of planned behaviour and cognitive behavioural therapy informed intervention design in a school setting. Teacher interviews provided insights into strategies that might be implemented within the curriculum and (...) provided detail used to operationalise theory constructs. Benefits and challenges in applying both theories are described with examples from an injury prevention programme, Skills for Preventing Injury in Youth. (shrink)

Engaging in regular physical activity can have substantial cognitive and academic benefits for children, and is generally promoted for its beneficial effects on children’s physical and mental health. Although embodied cognition research has convincingly shown the integral relationship of the human body and mind, in schools physical activity and cognitive activity are typically treated as unrelated processes. Consequently, most physical activities used are neither sufficiently relevant for nor fully integrated into the learning tasks. In reviewing the literature regarding the (...) integration of physical activity into education to promote cognition and learning, two main lines of research emerged: exercise and cognition research vs. embodied cognition research. In this narrative review, we describe these two separately evolved schools of thought, highlighting their differences and commonalities. In categorising the existing studies on a 2 × 2 matrix, concerning the two main categories of relevance for and integration into the learning task, it becomes clear where the different foci lie, and how both lines of research could profit from learning from each other. Finally, a new instructional model that integrates task-relevant physical activities into the cognitive/learning task is proposed to inform both further research and educational practice. (shrink)

The Brown vs. Board of Education decision of 1954 mandated school integration. The decision also to recognize that inequalities outside the schools, of both a class- and race-based nature, prevent equality in education. Today, the most prominent argument for integration is that disadvantaged students benefit from the financial, social, and cultural “capital” of middle class families when the children attend the same schools. This argument fails to recognize that disadvantaged students contribute to advantaged students’ educational growth, and sends demeaning messages (...) to the disadvantaged students and messages of unwarranted superiority to the advantaged. Parents, teachers, and schools can adopt a justice perspective that avoids these deleterious aspects of the capital argument, and helps create a community of equals inside the integrated school. Struggles for educational justice must remain closely linked with struggles of both a class- and race-based nature for other forms of justice in the wider society. (shrink)

Academic integrity is a vital pedagogical responsibility that educational institutions should explicitly address. One of the best ways to uphold academic integrity is to create a culture of academic integrity throughout the school. This is especially imperative at high schools where students develop their moral identity because students who act dishonestly at high school will likely behave accordingly in post-secondary education and ultimately be dishonest in familial and professional settings. Creating a culture of academic integrity is a challenging, long and (...) multifaceted journey. In this respect, this exploratory case study set out to create a culture of academic integrity at a high school in Türkiye and explore what facilitates and impedes the process. We followed Stephens’ (2016) Multilevel Intervention Model and implemented a School-Wide Education program to guide us through the process. We conducted various activities throughout one academic year, from seminars to competitions. At the end of the term, we conducted individual and focus group interviews with the members of the school community and analyzed the interview data to identify facilitators and barriers of the process. The analysis yielded five facilitators (1) creating buy-in, (2) administrative embracement and support, (3) activities that promote student involvement, (4) external expert and school collaboration as praxis, and (5) policy as the blueprint and five barriers (1) deficiencies in responding academic misconduct, (2) prioritization of academic success over academic integrity, (3) teacher resistance against change, (4) exam-based assessment design, and (5) timing of the activities. Each theme was discussed in detail, and recommendations were made for high schools which set out on a journey of creating academic integrity culture. (shrink)

For nearly as long as the topic of sustainable business has been taught and researched in business schools, proponents have warned about barriers to genuine integration in business school practices. This article examines how academic sustainability centres try to overcome barriers to integration by achieving technical, cultural and political fit with their environment :67–92; Ansari et al., Academy of Management Review 35:67–92, 2010). Based on survey and interview data, we theorise that technical, cultural and political fit are intricately related, and (...) that these interrelations involve legitimacy, resources and collaboration effects. Our findings about sustainability centres offer novel insights on integrating sustainable business education given the interrelated nature of different types of fit and misfit. We further contribute to the literature on fit by highlighting that incompatibility between strategies to achieve different types of fit may act as a source of dynamism. (shrink)

96 Normal 0 false false false PT-BR JA X-NONE : Recorre-se aqui à história, aos construtos teóricos e às políticas curriculares com vistas a apreender como o que é historicizado, almejado e prescrito impacta a materialização desse conjunto na elaboração da dimensão do planejamento de ensino do Componente Curricular Língua Estrangeira-Inglês do Ensino Médio Integrado ao Técnico. Para tanto, o presente trabalho caracteriza-se como exploratório e descritivo e faz uso das pesquisas bibliográfica e documental. No total, são analisados, qualitativa e (...) quantitavamente, vinte e dois planos de cursos e quatorze ementários, os quais foram catalogados nos sítios eletrônicos de IFs. Os resultados da análise evidenciam que o EMIT 1) singulariza-se pelos fundamentos oriundos da concepção de educação onilateral e politécnica e de escola unitária, pelos fundamentos de currículo integrado e mostra-se inclinada a superar a dualidade histórica entre formação geral e formação profissional; 2) tem seus fundamentos hibridizados no âmbito das recentes políticas curriculares de modo que o horizonte da politecnia acaba ficando a cargo das próprias instituições que o adotarem e 3) e o CCLEI podem sincronizar-se caso os objetivos linguísticos e instrumentais se conjuguem com os objetivos educacionais o que pode ser feito à luz abordagem de letramento crítico integrada às outras abordagens de ensino hegemônicas no Brasil. Palavras-chave: Ensino Médio. Educação profissional técnica. Educação politécnica. Língua estrangeira. (shrink)

"Responding to the growing epidemic of academic dishonesty, this authoritative text lays the groundwork for a positive school makeover. This guide--which culled research from six high schools in Connecticut that indicated that more than 90 percent of students participate in some form of cheating during the average school year--provides teachers, school administrators, and parents with a toolkit of resources and strategies needed to engender a culture of scholastic honesty. With reproducible handouts and instruction on establishing an Academic Integrity Committee, this (...) unique resource provides a plan and policies that support a climate of honesty and hard work. A CD-ROM with copies of each handout and additional references is also included"-- Provided by publisher. (shrink)

This text provides a wealth of practical strategies and inspirational guidance on incorporating social-emotional and ethical learning across a district and educational community.

본 연구는 초등학생들이 “어떻게 하면 바르고 선한 인성을 함양할 수 있을 것인가”에 대한 인성교육 프로그램을 고안하기 위한 이론적 토대를 제공하고자 한다. 이를 위해 본 연구는 “사회·정서적 학습 이론에 근거한 통합적 접근”에 근거를 두고, 학생의 인격형성에 직간접적 영향을 끼치는 매체인 학교와 가정, 지역공동체(사회)를 통합한 프로그램을 개발하여, 교육기관의 도덕교육과정과 주변환경의 잠재적 교육과정을 최대한 활용할 것이다. 또한, 다양한 사회정서적 능력 중에서도 본 논문은 연구의 중심 주제는 “사회인식(social-awareness) 및 대인관계 기술(relationship skills)”에 관한 부분을 특화하여, 동양윤리의 덕론을 활용하면서 인성교육의 통합적 방안을 제안하는 것이다. 따라서 “사회인식 (...) 및 대인관계 기술 함양”을 위하여 다음과 같이 동양윤리의 덕목들을 활용하였다. 사회적 역할 인식과 수행에서 합리적 태도를 선택하는 능력을 함양하기 위해서는 “이름을 바로잡는다(正名)”의 덕목을 활용하고, 내면의 도덕성 함양을 기초로 타인을 배려하는 능력을 기르기 위하여 “나의 마음을 충실히 하여 남에게까지 미루어 이해한다(忠恕)”를 활용할 수 있다. 또, 타인과의 갈등상황에서 신중한 자기반성을 우선하는 덕목으로는 “자기에게 돌이켜 구한다(反求諸己)”가 있고, 대인관계에서 감정표현을 순화하는 “얼굴빛을 온화하게 하는 것이 어렵다(色難)”는 덕목은 타인의 처지와 성격을 이해하고 그에 맞게 대처하는 방법이다. 대인관계에서 유익하고 긍정적인 성과를 도모하는 대인관계 기술로 “선한 점을 가려내어 그것을 따르고 선하지 않은 점은 고친다(擇其善者而從之, 其不善者而改之)”는 구절을 활용할 수 있다. 지속적인 대인관계에서 정서적 유능성을 발휘하기 위하여 “오래 되어도 상대를 존중한다(久而敬之)”를 활용하고자 하였다. 나아가, 본 논문에서는 정명과 반구저기를 활용하여, 가정과 학교, 지역공동체의 세 영역을 통합한 하나의 방안을 구성해보았다. (shrink)

Medical students' professional identity formation is an adaptive, developmental process. PIF is shaped by values implicit in educational practices and in the culture of the learning environment. In 2003, educational leaders at Harvard Medical School created the Cambridge Integrated Clerkship as a new model of clinical education to support PIF intentionally. The CIC, a longitudinal integrated clerkship, differs in structure, processes, and venues from traditional block rotations, while...

School climate is a multidimensional construct of the quality of a student’s academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited sample sizes, narrow developmental levels, restricted items, unclear psychometric strength (...) across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (Mage = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] by Irmgard MerktBeatrice McNamaraIrmgard Merkt, Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] (Regensburg: Conbrio, 2019)Irmgard Merkt, a German music education scholar, is a pioneer of intercultural music education with regard to the development of the concept Schnittstellensansatz, literally “interface approach,” as (...) an initial concept of intercultural music education in the 1980s. Her book Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] is a new philosophy of music education for schools, in which children and young people with and without disabilities as well as children and young people from the most diverse milieus and cultural backgrounds share a learning space.1 Merkt advocates for a broad concept of inclusion that refers both to the inclusion of children with different skills and abilities on a physiological and psychological level along with the integration of pupils from different cultures of origin. The overriding goal for the author is recategorization,2 which makes the terms “common school,” “school for all” or “inclusive music instruction” obsolete and which allows pupils to attend a kind of school and a kind of music education [End Page 187] that is inherently inclusive. Merkt even goes as far as promoting the dissolution of subject-specific margins of music education and establishing an omnipresence of music in everyday school life instead.3 However, I think it should be pointed out that completely dissolving or dismissing music education into interdisciplinarity or integrating music education into subject groups such as Aesthetic Education,4 would be compliant with attempts made on the level of educational policy in order to reduce the quantity of qualified music teaching within the curriculum.5 Nevertheless, Merkt’s critique of the German school system is nothing short of appropriate in view of the prevalent system-immanent character of exclusion as the recent Programme for International Student Assessment-report of 2018 reveals.6 Furthermore, it is essential to draw conclusions as to the extent to which music instruction can do justice to the diversity of the student body, both on an integrative and on an inclusive level.The first chapter of Musik–Vielfalt–Integration–Inklusion offers an overview of past and present viewpoints on the topic of inclusion. Ensuing, the second chapter outlines the evolution of music education and teacher training in view of students with special needs. Chapter Three focuses on integration, Chapter Four traces the lines of development in the field of intercultural music pedagogy, while in Chapter Five Merkt advocates an encompassing culture of recognition in which educators, learners, and different music cultures are acknowledged to an equal extent. In Chapter Six the author delves into the very beginning of music and its coincidence with the evolution of humanity from homo sapiens to homo musicus through the lens of science and musicology. The seventh chapter of the book constitutes a synopsis of the main ideas which are then amalgamated into the concept of “Mit einer Frage um die Welt” [around the world with one question].A key tenet of Merkt’s publication is decategorization. The term inclusion, going back to its Latin origin of inclusio or includere is bound to the existence of its antonym exclusion. Despite endeavors nowdays to reverse the term’s meaning from reclusion to all-embracing,7 efforts to establish inclusion would not be necessary without exclusionary preconditions. On a terminological level, the expression inclusion implicates that there is an existing dualism between an inclusive or enclosed in-group and an exclusive or excluded out-group. This close and inextricable linkage between the existence of inclusion and exclusion, shows the importance of Merkt’s endeavor of highlighting efforts and development of decategorization, both on a terminological and legislative level, as well as on the ideological level. She is portraying concepts of thinking and acting in view of disability as a recurring process of progression and regression in reference to exclusionary... (shrink)

The purpose of this paper is to examine the linkages and relationships between the officially prescribed school ethos and that which emerges from social interaction. Qualitative data drawn from one Grant-Maintained-Integrated and one Catholic primary school in Northern Ireland show how school ethos, defined as the observed practices and interactions of school members, often departs considerably from school ethos defined as those values and beliefs which the school officially supports. On the basis of the data it is argued that (...) much of what we understand of school ethos is superficial and contradictory. With this in mind the paper concludes by presenting a new angle on ethos which, when taken in conjunction with the other perspectives, further enhances our understanding of how schools work. (shrink)

The Medical School for International Health was created in 1996 by the Faculty of Health Sciences at Ben-Gurion University of the Negev in affiliation with Columbia University’s Health Sciences division. It is accredited by the New York State Board of Education. Students complete the first three years of the program on the Ben-Gurion University campus in Be’er-Sheva, Israel, while fourth-year electives are completed mainly in the United States along with a two-month global health elective at one of numerous sites located (...) around the world . The unique four-year, American-style curriculum is designed not only to prepare physicians who will be able to work at both an individual and community level but also at both of these levels anywhere in the world. In this way, it combines elements of medical and public health curricula not limited to an American perspective. (shrink)

The problem of academic dishonesty in Business Schools has risen to the level of a crisis according to some authors, with the incidence of reports on student cheating rising to more than half of all the business students. In this article we introduce the problem of academic integrity as a holistic issue that requires creating a␣cultural change involving students, faculty, and administrators in an integrated process. Integrating the extensive literature from other scholars, we offer a ten-step model which can (...) create a positive culture for academic integrity. The successful implementation of a well-crafted academic integrity program can have a positive impact on business schools and improve the reputation of tomorrow’s business leaders. (shrink)

The integration of issues related to sustainability in management curricula is a subject of growing interest, especially as organizations – businesses and universities alike – are urged to take their share of responsibilities in the face of crises and need to deeply transform our lifestyles towards a more sustainable world. This article’s purpose is to explore the challenges and opportunities of integrating sustainability issues in business schools’ curricula. The conceptual argument developed in the article leads us to suggest that the (...) integration of sustainability in management schools could be conceptualized as a trajectory of continuous improvement over time. (shrink)

The arrival of refugee pupils in UK schools has presented significant challenges to staff, pupils and families. The aim of this study was to record and analyse the views of teaching staff regarding their experiences of integrating these pupils into schools in Newcastle upon Tyne. A questionnaire was sent to 53 schools in the city known to have pupils who are refugees or asylum seekers. Questions focused on key issues identified by the Local Education Authority Working Group for Refugees and (...) Asylum Seekers, including the dissemination of information prior to the arrival of new pupils, staff training and the response of the school community as a whole. Twenty?four questionnaires were completed (response rate 45.3%), from two nurseries, 13 primary schools, seven secondary schools and one special school. The overwhelming need identified was for improved access to interpreting services, and more reliable information about pupils? backgrounds. It was evident that integration is approached differently by individual schools depending on their overall ethnic mix and the availability of resources and support networks. (shrink)

Although the implementation of mindfulness-based interventions in educational contexts appear to have demonstrated some benefits for students and teachers in research studies conducted over the last two decades, there are also those who criticize MBI’s for their instrumental focus. Exploring this debate, this article offers a case for the implementation of a more holistic and integral approach to mindfulness in educational settings. It will draw upon the philosophical legacy of Martin Heidegger and other critical theorists, who contest the dominant framing (...) of neoliberalism and encourage engagement with more systemic perspectives. During this exploration, we examine two polemics: whether mindfulness should be implemented technically or holistically and, whether the focus should be individual and/or collective. The article concludes that although mindfulness may be an efficient ‘self-technology’ to improve certain aspects of individual well-being, it is necessary to challenge this perspective as it promotes a type of ‘iatrogenic effect’. Specifically, it is argued that systemic failure is reframed as individual fallibility via a simplistic focus on well-being that may contradictorily foster appeasement to exploitative conditions. As an alternative, we offer a more integrative version, drawing in particular on the work of Ken Wilber, which proposes systemic as well as individual transformation. (shrink)

Education (good teachers and good schools) is crucial for the successful integration of vulnerable groups in the society. Multicultural diversity presents an opportunity to make schools more inclusive, creative and open-minded. Although there are different projects and activities for Roma inclusion in schools, the number of Roma children attending formal education is still very low. Without having attended formal education, the chances for social exclusion are high and minimal for leading a self-defined life. To increase the rate of school registration (...) and the rate for completion, long-term policy interventions and financial support from international donations are needed. This paper aims to analyze the general situation of Roma children and youth the age of pre-school education, primary and secondary education, as well as the engagement of youth in volunteering activities as a significant role in the inclusion of Roma children in schools. Engagement in volunteering activities can help young people to be more integrated into society, as through volunteering they gain valuable experiences, new skills, and competencies that can improve their employability possibilities and enhance their attitudes towards citizenship. (shrink)

Some business schools have integrated business ethics issues into their core functional courses rather than simply offering a separate ethics course. To accommodate such a strategy, functional faculty members usually teach ethical issues, a task for which they are rarely trained. However, learning materials are available: some core course textbooks provide additional coverage of ethics, and case studies (and accompanying teaching notes for instructors) are also available which cover ethical issues.This paper reports on an analysis of these materials. We (...) find that a sample of the leading textbooks provides only very superficial coverage of ethical issues. Cases provide a wide range of issues suitable for class discussion, but their teaching notes in many cases provide little guidance for instructors unfamiliar with teaching ethics. Thus there remains a need for teaching resources for business faculty new to teaching ethics. (shrink)