The community of Ursula Franklin Academy: Ursula as friend and inspiration

2018 ◽  
Vol 96 (4) ◽  
pp. xxv-xxviii
Author(s):  
Seth Bernstein
Keyword(s):  
Secondary School ◽  
Environmental Justice ◽  
School Board ◽  
Real World ◽  
Structural Elements ◽  
Integrated Technology ◽  
The Core ◽  
Global Challenges ◽  
Teachers And Students ◽  
Toronto District School Board

Founded in 1995, Ursula Franklin Academy is a Toronto District School Board secondary school that specializes in integrated technology and academics for the real world. Ursula herself was actively involved in the planning of the school, and her values and activism continue to shape our program and community. One of the core structural elements that emerged from the early planning phases was The Wednesday Program, a place where teachers and students can design and deliver unique, locally developed curriculum. Though we no longer have Ursula with us, we work in her memory to best prepare students for the personal and global challenges they face, towards a world with social and environmental justice.

scholarly journals Religious Diversity, Secular Ethos and Schooling in a secondary school in India

2021 ◽  
Vol 4 (2) ◽  
pp. 42-47
Author(s):  
Deepa Idnani
Keyword(s):  
Public School ◽  
Secondary School ◽  
Qualitative Case Study ◽  
Religious Diversity ◽  
Indian Constitution ◽  
The Core ◽  
Teachers And Students ◽  
Values And Beliefs ◽  
Schooling Process

The present study look at religious diversity and the role it plays in a school in India. The Constitution of India under Article 25-28 protects the freedom of religion in the country. The secular ideals are the core guiding principles of the society which were incorporated by the 42nd Amendment to the Preamble of the Indian Constitution. Therefore, the study tries to look at religious practices, attitudes, values and beliefs in the school to understand religious diversity. It also tries to understand the views of parents, teachers, and students to contextualize the school ethos, culture and schooling process. To comprehend the secular outlook and its role as envisaged in the Constitution of our country. The present study is a qualitative case study which was conducted in a public school by using observation and interviews with 30 students and 10 teachers of the school from classes VI-VIII each, apart from 10 interviews with parents. There is an indication, that there is a secular ethos in the school, however there are few occurrences of segregation, but on the whole there is inclusion. The policies, practices in the school reflect resilience and tolerance, characterized by value education

scholarly journals The Implementation of Integrated Technology in Motivating Students of an Accelerated Program at Senior Secondary School Makassar, Indonesia

2016 ◽  
Vol 3 (2) ◽  
pp. 122
Author(s):  
Muhammad Irfan Rahim ◽  
Kisman Salija ◽  
Sukardi Weda
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Senior Secondary School ◽  
Accelerated Program ◽  
Integrated Technology ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Use Of Social Media ◽  
Senior Secondary ◽  
E Mail

The objectives of this research are to find out: (1) the description of the implementation of integrated technology in an accelerated program in motivating the students in Makassar senior secondary school, (2) the description of how the teacher maintains the motivation of students through integrated technology at accelerated program in Makassar senior secondary school, and (3) the description of the students’ responses to the implementation of integrated technology in an accelerated program in motivating the students in Makassar senior secondary school.This research is qualitative research which done inSMAN17 Makassar. The participants of this research were a teacher and students of an accelerated program. To collect the data, the researcher used recording and interview with the teachers and students. In analysing the data, the researcher used qualitative method. The findings of this research described (1) The implementation of integrated technology at the accelerated program in SMAN 17 Makassar can be described under several categories: kinds of technology used by the teacher, kinds of application or program used by the teacher, the function of technology, the teacher’s ways to teach by using technology, the teacher’s experience in achieving the technology used, the technology facilitation provided in technology integration, the teacher’s ways in teaching English skills, the use of social media in teaching and learning, the reason of choosing E-Mail, the teacher’s ways to minimize unexpected problem along the use of technology, and the technology influence toward student’s motivation (2) The teacher’s ways to maintain the students’ motivation by using integrated technology can be described two some categories: the reasons underlying the importance of technology and the teacher’s ways of indicating and maintaining the students’ motivation. (3) Students’ responses toward the integrated technology could be stated in positive way, they liked it, they were interested, and they preferred studying by using technology. Keyword: Integrated Technology and Students’ Motivation

scholarly journals Life priorities of underachievers in secondary school

2010 ◽  
Vol 42 (1) ◽  
pp. 109-127 ◽  
Author(s):  
Nikoleta Gutvajn
Keyword(s):  
High School ◽  
Secondary School ◽  
School Achievement ◽  
Educational Discourse ◽  
Personal Meanings ◽  
The Core ◽  
School Year ◽  
High School Achievement ◽  
Teachers And Students ◽  
Construct System

There is a predominant belief in literature and school practice that high school achievement is an important precondition for optimal professional development and success in life, as well as that school failure is a problem that should be dealt with preventively. The goal of this paper is to shed light on the problem of school underachievement from the perspective of students who are positioned as underachievers in educational discourse. The following questions are especially important: whether underachievers recognize the importance of high school achievement for success in life, as well as which constructs are the core and which the peripheral ones in their construct system. Research participants were 60 students from the third grade of secondary school who failed three or more subjects during the school year or at the end of classification periods. Interview and Implications Grid were applied in the research. The results indicate that the most important life priorities of students are the following: acceptance by friends, school completion, school success, love and happiness. It was established that the construct acceptance by friends as opposed to rejection by friends is the core construct for success in life in the construct system of underachievers. The paper points out to the importance of appreciation of personal meanings of school achievement and initiation of dialogue between teachers and students in preventing and overcoming school underachievement.

scholarly journals Calling as a Motivating Factor of the Development of Education in Ukraine

2018 ◽  
Vol 20 (1) ◽  
pp. 213-234
Author(s):  
Yevhen Ivanovych Muliarchuk
Keyword(s):  
Secondary School ◽  
Statistical Data ◽  
Structural Elements ◽  
Contemporary Philosophy ◽  
Special Significance ◽  
The Core ◽  
Educational Sciences ◽  
Motivating Factor ◽  
Successful Students ◽  
Depth Interviews

The article raises importance of the topic of mission in contemporary philosophy and educational sciences. Mission is a basic idea for building up of civil society as a community of responsible and committed people. Mission has a special significance for teaching professions. Ukraine as well as many other countries experiences a shortage of teachers. Many successful students of pedagogical professions prefer to get other jobs because of low salaries and prestige of teaching. The problem of motivation in educational sphere needs political, public and scientific awareness. The skeptics and pragmatics are not sure that mission is a vital idea of our days. That is why it was important to find out whether the phenomenon of mission exists in the consciousness of contemporary Ukrainians and how it appears to them. In the focus of the article are opinions of secondary school graduates, students, whose area is educational sciences and professional teachers. The method and strategy of the presented research is hermeneutic phenomenology. The relevant experience of people was examined and interpreted by in-depth interviews. Before in-depth interviews there was conducted a quantitative survey which provided the statistical data about the choosing factors of future professions and the share of those who declare having the experience of mission. The result of the survey is that at least half of Ukrainian youth think that the idea of mission is important for their choice of profession. Mission as a phenomenon shows the unity of structural elements: Desire – Talent – Realization – Social or Spiritual Benefit. The aim of transpersonal goodness is the core of the phenomenon of mission and the integrity of its structure. Teaching as a career definitely needs mission, even though it is not true for some teachers. That is undoubted thesis for Ukrainians. Teacher’s mission is to bring young people to their own missions. If the essence of education is a rising people to the level of spirit out of the level of matter, the task of a teacher is to bring up that ability of that rising in the youth. People of mission are those who have to be in the center of the development of education system reforms in Ukraine.

Dewey and Environmental Philosophy

2017 ◽  
pp. 712-732
Author(s):  
Paul B. Thompson ◽  
Zachary Piso
Keyword(s):  
Environmental Justice ◽  
Environmental Awareness ◽  
Environmental Philosophy ◽  
Environment Interaction ◽  
Human Control ◽  
The Core ◽  
Environmental Pragmatism

Though environmental philosophers trace the roots of environmental awareness to the decades of John Dewey’s prominence, Dewey himself was conspicuously mum about the environmental controversies of his day. A Deweyan environmental pragmatism, then, must find sustenance in less prosaically environmental themes of the American philosopher’s project. This chapter attends to Dewey’s notion of organism-environment interaction, which is at the core of Dewey’s understanding of experience and which informs Dewey’s philosophy from epistemology to aesthetics. The chapter stresses that Dewey’s notion of organism-environment interaction is an account of how organisms dynamically respond to changes in their environment. However, contrary to several misinterpretations of environmental pragmatism, this dynamic responsiveness is not a call for human control over nature. Indeed, we conclude that an environmental philosophy oriented by Dewey’s notion of organism-environment interaction provides promising approaches to interdisciplinarity, transdisciplinarity, and environmental justice.

Creating Multiple Sites of Engagement for Music Learning

2020 ◽  
pp. 87-104
Author(s):  
Jonathan Savage
Keyword(s):  
Social Media ◽  
Music Education ◽  
Careful Consideration ◽  
Music Learning ◽  
The Core ◽  
The United Kingdom ◽  
Teachers And Students ◽  
Meaningful Relationships ◽  
Mindful Teaching ◽  
Specific Technology

Music education exists in multiple spaces. Within formal approaches to music education in academic institutions, there has been an acknowledgment that more informal pedagogical approaches can be useful (as evidenced in the work of movements such as Musical Futures). However, constructive links between formal and informal contexts for music education remain difficult to navigate for many teachers. Within the United Kingdom, the newly defined roles for music education hubs have made some headway in recasting these relationships in a more productive direction. Similarly, social media has an important role to play in developing new relationships between key agencies within music education. Like any specific technology, there are positive affordances and more negative limitations to such approaches. People have a complex relationship with technology, but they are not gadgets! Lanier’s (2010) thesis argues strongly that recent cultural developments can deaden personal interaction, stifle genuine inventiveness, and change people. Within an educational setting, careful consideration needs to be given to the affordances and limitations of social media. For teachers and designers of learning spaces and opportunities, pedagogy should be underpinned by careful, mindful choices—including wise choices about the tools that teachers and students are using. It is about a focus on the core, asking: What is the key learning that this music lesson is facilitating? Is this tool the best one for the job? Does this tool or approach allow one to teach music musically? Done skillfully and conscientiously, social media can help develop collaborative approaches to music education that provide teachers with pedagogical strength and security. They result in mindful teaching and mindful learning that will last a lifetime. They can also help teachers develop meaningful relationships with students that help them make sense of their musical experiences in whatever context they have emerged through: a truly, “joined-up” approach to music education with the student at the core.

scholarly journals Environmental justice, settler colonialism, and more-than-humans in the occupied West Bank: An introduction

2021 ◽  
Vol 4 (1) ◽  
pp. 3-27
Author(s):  
Irus Braverman
Keyword(s):  
United States ◽  
Environmental Justice ◽  
West Bank ◽  
Settler Colonialism ◽  
The United States ◽  
Special Issue ◽  
The West ◽  
The Core ◽  
Waste Concrete

Our special issue provides a first-of-its kind attempt to examine environmental injustices in the occupied West Bank through interdisciplinary perspectives, pointing to the broader settler colonial and neoliberal contexts within which they occur and to their more-than-human implications. Specifically, we seek to understand what environmental justice—a movement originating from, and rooted in, the United States—means in the context of Palestine/Israel. Moving beyond the settler-native dialectic, we draw attention to the more-than-human flows that occur in the region—which include water, air, waste, cement, trees, donkeys, watermelons, and insects—to consider the dynamic, and often gradational, meanings of frontier, enclosure, and Indigeneity in the West Bank, challenging the all-too-binary assumptions at the core of settler colonialism. Against the backdrop of the settler colonial project of territorial dispossession and elimination, we illuminate the infrastructural connections and disruptions among lives and matter in the West Bank, interpreting these through the lens of environmental justice. We finally ask what forms of ecological decolonization might emerge from this landscape of accumulating waste, concrete, and ruin. Such alternative visions that move beyond the single axis of settler-native enable the emergence of more nuanced, and even hopeful, ecological imaginaries that focus on sumud, dignity, and recognition.

scholarly journals Sublinear domination and core–periphery networks

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Marios Papachristou
Keyword(s):  
Network Model ◽  
Power Law ◽  
Real World ◽  
Random Network ◽  
Small World ◽  
The Core ◽  
Entire Network

AbstractIn this paper we devise a generative random network model with core–periphery properties whose core nodes act as sublinear dominators, that is, if the network has n nodes, the core has size o(n) and dominates the entire network. We show that instances generated by this model exhibit power law degree distributions, and incorporates small-world phenomena. We also fit our model in a variety of real-world networks.

Access to information technology of households and secondary school students in Turkey

2021 ◽  
pp. 026666692110089
Author(s):  
Nejat İra ◽  
Mehmet Yıldız ◽  
Gamze Yıldız ◽  
Eylem Yalçınkaya-Önder ◽  
Ali Aksu
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Secondary School Students ◽  
Communication Technologies ◽  
Access To Information ◽  
School Students ◽  
National Education ◽  
Internet Connection ◽  
Teachers And Students ◽  
Information And Communication

The aim of the study was to investigate secondary school students’ and teachers’ access to information technologies in Turkey by making interregional comparisons. Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA). The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67.9% of the participating students were found to have Internet connection and 69.1% a computer in their homes, while 80.3% of the students were observed to use a computer outside the school, but 19.7% were not. The results also showed that 64.6% of the students have Internet connection in their classrooms, but 29.2% of these students do not use the Internet in the classroom, whereas 8.9% use it in the classroom all the time. The rate of students using a digital device for reading is 38.1%, while that of those not using one is 61.9%. Some 32.1% of secondary school students were revealed not to have Internet connection at home. Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic. Based on the findings, teachers can be suggested to develop projects – i.e., of TUBITAK, E-twinning, and Erasmus – which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them. It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students. Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities.

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