The Use of Arithmetic in the Out-of-School Life of Children

1942 ◽  
Vol 35 (1) ◽  
pp. 23-28
Author(s):  
Roy DeVerl Willey
Keyword(s):  
Public Schools ◽  
School Life ◽  
Out Of School ◽  
Research Studies

The utility arithmetic research studies of Wise, Woody, Thorndike, Mitchell, Charters, Sclwrling, Bobbitt, Wilson and Bowden were all concerned with the use of arithmetic by adults.1 These studies have clone much in eliminating superfluous arithmetic from our public schools, but they have also resulted in a questionable practice of imposing adult standards on pupils with little consideration of immediate needs and interests. Valuable as the results of the studies of adult usage have been, they cannot and should not continue to dominate our curricula without proper supplementation by research in child usage.

scholarly journals Ethnography of School Violence: A Cultural Perspective

2020 ◽  
Vol 10 (2) ◽  
pp. 125-126
Author(s):  
Raj Kumar Dhungana
Keyword(s):  
Public Schools ◽  
Critical Theory ◽  
School Violence ◽  
Theoretical Basis ◽  
School Education ◽  
Cultural Perspective ◽  
School Life ◽  
Cultural Violence

School education is largely universalised in Nepal, but schools are not yet free from different challenges like violence. This study aimed to explore how adolescents are experiencing school violence, how it affects the school life, and how Nepali public schools are responding to such violence. Exploring these aspects, as the theoretical basis, I used the idea of cultural violence (Galtung, 1990), critical theory of othering (Kumasiro, 2000) and some of the locally practiced perspectives.

Garden-Based Education

2018 ◽  
Author(s):  
Dilafruz Williams
Keyword(s):  
Public Schools ◽  
Outdoor Education ◽  
Professional Training ◽  
Large Scale ◽  
Community Supported Agriculture ◽  
Systematic Research ◽  
School Gardens ◽  
Slow Food ◽  
Food Literacy ◽  
Research Studies

Garden-based education is a philosophical orientation to teaching and learning that uses gardens as the milieu for student engagement through meaningful and relevant curricular and instructional integration in schools. In addition to their direct academic appeal in raising test scores and grades, particularly in science, language arts, and math, gardens on educational campuses, spanning pre-school through high school, are also utilized by educators for a variety of other outcomes. These include motivational engagement; social, moral, and emotional development; strengthening of institutional and community bonds; vocational skills development; food literacy; healthy eating habits; and holistic growth of children and youth. Moreover, garden-based education shows promise as a tangible and pragmatic solution to address problems of disaffection and disengagement among youth that has resulted in a school dropout crisis in many places. While specific to higher education, farm-based education and agriculture-based education that focus on growing food have parallel agendas. The vast array of outcomes linked with garden-based education may seem impressive. However, systematic research studies of garden-based education across sites to measure educational impact are missing, largely due to their marginalized status and the decentralized and localized nature of program implementation and professional training. While the idea of including gardens on educational campuses to grow food or to serve as a means of outdoor and nature education is not new, since the 1990s, there has been a surge of interest in using garden-based education across countries and continents. With its accessibility on school grounds, garden-based education intersects with parallel movements such as outdoor education, place-based education, experiential education, nature-based education, environmental education, and sustainability education. Manifested in a variety of grassroots practices that include slow food, community supported agriculture, edible schoolyards, global roots, indigenous cultural gardens, learning gardens, lifelab, living classrooms, multicultural school gardens, urban harvest, and more, gardens will likely continue to be of significance in education as there are growing uncertainties globally about food security and health matters related to climate change. Despite high stakes, standardized tests, and accountability measures that pose challenges to educators and proponents of school gardens in public schools, research shows their promise as laboratories for innovation and academic learning. Garden-based education would benefit if informed by longitudinal and large-scale research studies that demonstrate instructional and curricular rigor and integration and impact on learning outcomes. Drawing on critical and posthumanist theories that question the nature of schooling, and explicitly addressing issues of race, class, and perspectives of marginalized and indigenous scholars and practitioners would bring further credence. Practice-embedded research and co-production of knowledge that accepts complexity and conjunctive thinking, while also addressing culturally responsive pedagogy across socio-economic status, would enhance the viability of this growing movement.

Mental arithmetic

1961 ◽  
Vol 8 (6) ◽  
pp. 295-296
Author(s):  
Robert H. Koenker
Keyword(s):  
Daily Living ◽  
Mental Arithmetic ◽  
School Life ◽  
Paper And Pencil ◽  
Out Of School

The majority of arithmetic problems olved by adults and by children in their out-of-school life are solved mentally without the benefit of paper and pencil. In sp ite of the need for and the usefulness of mental arithmetic in daily living, most teachers devote litt le, if any, time to this valuable part of the arithmetic program. Some teachers still rely heavily on rigorous oral drill periods for mastering the basic arithmetical facts, but such instruction is better referred to as “mental gymnastics” than mental arithmetic.

scholarly journals Information Literacy Practices in Brazilian School Libraries

2021 ◽  
Author(s):  
Bernadete Campello
Keyword(s):  
Public Schools ◽  
Information Literacy ◽  
Literacy Practices ◽  
Group Discussion ◽  
Educational Practice ◽  
Private Institutions ◽  
School Librarians ◽  
School Life ◽  
Projected Image ◽  
Concept Of Information

Based on the assumption that collaboration of librarians with teachers is central to the concept of information literacy, this study aims to understand the vision of the librarian with regard to collaboration, if he/she realizes the difficulties in this collaboration and in what way he/she seeks to collaborate. A qualitative/interpretative methodology was used and data were collected through reports of experiences, interviews and group discussion. The sample was composed of 28 school librarians (14 from public schools and 14 from private institutions). Results show that librarians not only understand the need for collaboration with teachers for the success of their educational practice, but also engage themselves in concrete actions to achieve that collaboration, which reveals a pro-active attitude, different from the projected image of a professional isolated from school life. This attitude indicates that Brazilian school librarians are starting to build the foundations for their educational practice, which could pave the way for the establishment of information literacy programs in Brazilian schools.

Improving the Reading and Writing Skills of America's Students

1996 ◽  
Vol 19 (2) ◽  
pp. 67-69 ◽  
Author(s):  
Richard W. Riley
Keyword(s):  
Learning Disabilities ◽  
Public Schools ◽  
Students With Disabilities ◽  
Daily Basis ◽  
Drop Out ◽  
Grade Point ◽  
Reading And Writing ◽  
Education Act ◽  
Transition Study ◽  
Out Of School

We have learned a great deal about the academic challenges that children with learning disabilities face in school. The National Longitudinal Transition Study (Valdes, Williamson, & Wagner, 1990) data show, for example, that grade point averages of children with learning disabilities are lower than those of other students, that children with learning disabilities frequently receive failing grades, and that they are more likely to drop out of school entirely. Only 61% of out-of-school youth with learning disabilities graduated from high school compared to 76% for the general population of youth. The group of students ages 6 to 21 who are identified as having specific learning disabilities and served under the Individuals with Disabilities Education Act (IDEA) is the largest among all disability groups served — around 2.5 million students, representing more than half of all students with disabilities. This number continues to grow. We have learned some promising practices for teaching reading and writing to children with learning disabilities. The practices involve beginning early and working with the children on a daily basis, including the summer months. Most children who are classified as having learning disabilities in public schools have reading disabilities (Kavale & Forness, 1985).

scholarly journals Height, Weight, and Education Achievement in Rural Peru

2005 ◽  
Vol 26 (2_suppl2) ◽  
pp. S251-S260 ◽  
Author(s):  
Santiago Cueto
Keyword(s):  
High School ◽  
Public Schools ◽  
Sea Level ◽  
Positive Association ◽  
Dropping Out ◽  
Cross Sectional ◽  
Education Outcomes ◽  
Z Scores ◽  
Education Achievement ◽  
Out Of School

The education system in Peru and many other developing countries faces several challenges, including improving education achievement and increasing education enrollment in high school. It is clear from several indicators that rural students have lower education outcomes than do urban students. In this study we used cross-sectional and longitudinal analysis to determine the relationship between height-for-age z-scores (HAZ), weight-for-age z-scores (WAZ), body-mass index (BMI), and education outcomes. The sample was composed of students from 20 elementary public schools in two rural zones in Peru. The descriptive results show that there was no association between any of the anthropometric variables and achievement (mathematics and reading comprehension) or advancing to high school without repeating a grade. However, BMI was associated with dropping out of school: children with higher BMI in 1998 were more likely to be out of school by 2001. The hierarchical multivariate analysis also showed no relationship between anthropometry and achievement at the individual level, but students with relatively higher HAZ in 1998 were more likely to be drop-outs by 2001. These results contradict prior findings that showed a positive association between anthropometric variables (especially HAZ) and education achievement. The results might be explained by the fact that the study was carried out at very poor sites, at altitudes between 3,000 and 3,500 meters above sea level. The scarce studies about development in high altitudes suggest that the patterns for height and weight for children and adolescents are different than at sea level. Another possible explanation has to do with the fact that in the contexts studied, children who are perceived as relatively heavier (BMI) or taller (HAZ) might be expected to be out of school and start working (in fact, this was the primary reason given by children for dropping out of school).

scholarly journals Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

2018 ◽  
Vol 7 (3) ◽  
pp. 159
Author(s):  
Saban Berk
Keyword(s):  
Public Schools ◽  
Formal Education ◽  
Academic Support ◽  
Individual Characteristics ◽  
Support Programs ◽  
Out Of School Time ◽  
Academic Support Programs ◽  
School Time ◽  
Teaching Learning ◽  
Out Of School

Using the participants-oriented approach, this study evaluated public schools’ out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom’s Mastery Learning Model and offered outside formal education’s weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students attending programs, 110 students not attending programs, and 61 parents, all selected through random sampling in a survey-model study in Istanbul, Turkey. Partial findings were the following. According to principals and teachers, programs were sufficiently introduced to target groups. Satisfaction of attending students with the teaching—learning process was sufficient, and students believed program participation increased their success in regular classes. However, program functioning presented some problems. Administrators and teachers think the no-cost programs resulted in lack of interest among students. In addition, problems of materials and transportation have not been completely solved. Similarly, offered classes and lessons’ content organization fall short of expectations. In conclusion, out-of-school time academic support programs play important roles in reducing differences among learning levels based on individual characteristics in collective or formal learning. Still, student needs should be fulfilled, and programs should be maintained. Further studies should be conducted on these programs’ integration into formal education.

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