The purpose of this paper is to investigate the views of the preschool children of the island of Chios on the integration of refugee children in public kindergartens. Greece, due to its geographical position, is a country that hosts a large number of refugees and immigrants who were aiming to come to the country to improve their living standards and their living conditions. A particularly large wave in recent years has come from the east and the Arab countries, with the result that the islands of the North Aegean are welcoming refugees, who are gradually moving to the hinterland. After the massive arrival of refugees and immigrants in our country, the refugee issue is a major issue at all levels: economic, social, political, cultural. Especially after the summer of 2015 where there was an increasing number of refugees, the Ministry of Education, Research and Religious Affairs had announced a plan for the smooth integration of children into Greek education by 2016. The North Aegean islands receive daily refugees and immigrants who are staying at Refugee Hosted Centers. (DIPF/Orig.)
The author teaches mathematical and economic-mathematical disciplines, such as "Linear Algebra", "Mathematical Analysis", "Theory of Probability and Mathematical Statistics", "Modeling", "Econometrics", "Economic and mathematical methods and applied models", "Assessment and risk Management "and others for over 30 years. Experience of teaching in high school, work in selection committees in math and physics gives grounds to assert that the average level of schooling of entrants falls from year to year.
Este artículo se enmarca en el trabajo que realiza el equipo de investigación de la cátedra de Didáctica General del Profesorado en Psicología, en la Facultad de Psicología de la UBA, dentro del proyecto UBACyT "Formación de enseñantes universitarios de psicología en la UBA (1974 – 2004). Contenidos, socializaciones, geografías y tiempos. Memorias desde la dictadura y en democracia", dirigido por una de las autoras. El mismo recupera experiencias de formación de enseñantes universitarios acontecidas en el ámbito de la Carrera de Psicología en la Universidad de Buenos Aires, a partir de testimonios de quienes participaron de dichas experiencias, como también de la identificación y análisis de documentos y archivos institucionales. En línea de continuidad con proyectos anteriores (UBACyT Programaciones 2011-2014; 2014-2017), en los que se parte de registros y archivos de la Facultad de Psicología para identificar y entrevistar graduados del Profesorado, en el presente artículo nos focalizaremos en una experiencia que se inicia en 1979. ; This article is defined according to the work carried out by the Chair research team of the General Didactics Professorship on Psychology, in the Psychology Faculty at the University of Buenos Aires within the project UBACyT "University Teacher Education on Psychology at the University of Buenos Aires (1974-2004). Contents, social integration, geographic location, and time. Memories in times of dictatorship and times of democracy," directed by Ph.D Ana Autora. This project proposes to retrieve experiences regarding formation of university teacher educators taken place in the Psychology Degree Plan sphere at the University of Buenos Aires, through the testimony of those who were part of those experiences as well as the identification and analysis of documents and institutional files. To continue with the lines of work of previous projects (UBACyT programming 2011-2014, 2014-2017), in which we commenced with Psychology Faculty´s records and files to identify and interview licensed students of the Professorship, in this article we will focus in an occurrence which began in 1979. ; Dossier: Archivos Universitarios en Red. Memoria, Género y Derechos Humanos. ; Archivo Histórico de la Universidad Nacional de La Plata
This article discusses some aspects of the speech therapist in modern conditions, in accordance with the GEF. This issue is currently poorly understood and requires more complete and comprehensive analysis. We have attempted to highlight the main directions of the teacher-speech therapist, his professional competence and organization of subject-spatial environment of speech therapy cabinet.
The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere.
Розглянуто причини студентських протестів 1968 року. Увага акцентується на передумовах виникнення французької травневої революції. Досліджено роман Р. Мерля "За склом" (1970) у ключі вузівської системи навчання. Визначено причинно-наслідковий процес соціальних подій в аспекті архаїчної традиції викладання у системі вишівського навчання Франції ХХ ст. Простежено, що назрілість термінового оновлення навчальних програм, лекційних та семінарських занять спровокувала бунтарські настрої студентів. Зроблено висновок, що студентські заворушення 1968 р. не лише змінили соціально-економічну сферу французького суспільства, а й суттєво оновили систему вишівського викладання. ; Рассмотрены причины студенческих протестов 1968 года. Внимание акцентируется на предпосылках возникновения французской майской революции. Исследован роман Р. Мерля "За стеклом" (1970) в ключе вузовской системы обучения. Определен причинно-следственный процесс социальных событий в аспекте архаической традиции преподавания в системе вузовского обучения Франции ХХ в. Прослежено, что назревание потребности срочного обновления учебных программ, лекционных и семинарских занятий спровоцировало бунтарские настроения студентов. Сделан вывод, что студенческие волнения 1968-го не только изменили социально-экономическую сферу французского общества, но и существенно обновили систему вузовского преподавания. ; This article is dedicated to the crisis situation in the French system of higher education of the 1960-ies. In particular, main grounds for students' protests in 1968 have been considered: opposition to political regimes, strikes against the war in Vietnam, demonstrations against improper conditions for study and censor. The attention is focused on the background of the May Revolution in France. The novel by R. Merle "Behind the Glass" (1970) within the curriculum of the higher educational institution has been studied. It has been determined that the author distinguishes a number of typical characters of the students' and teachers' media. The cause and effect course of social events within the archaic teaching tradition in the system of higher education in France in XX century has been defined. It has been traced that the necessity of еру emergency renovation of curricula, lectures and tutorials caused rebellious mood among the students. The investigation shows that financial instability, conservative scientific and technical opportunities of education, expressive conflicts between the assistants and professors of the University of Nantes, unfavorable conditions for the students' education and existence, lack of creative cooperation with the teachers, unwillingness to come to an understanding with the students in Paris resulted in the rebellious mood among the students. Under the analysis results it has been found that еру students' rebellions in 1968 not only changed social and economic sector of the French society, but also significantly renewed higher education system of teaching.
This article is dedicated to the crisis situation in the French system of higher education of the 1960-ies. In particular, main grounds for students' protests in 1968 have been considered: opposition to political regimes, strikes against the war in Vietnam, demonstrations against improper conditions for study and censor. The attention is focused on the background of the May Revolution in France. The novel by R. Merle "Behind the Glass" (1970) within the curriculum of the higher educational institution has been studied. It has been determined that the author distinguishes a number of typical characters of the students' and teachers' media. The cause and effect course of social events within the archaic teaching tradition in the system of higher education in France in XX century has been defined. It has been traced that the necessity of еру emergency renovation of curricula, lectures and tutorials caused rebellious mood among the students. The investigation shows that financial instability, conservative scientific and technical opportunities of education, expressive conflicts between the assistants and professors of the University of Nantes, unfavorable conditions for the students' education and existence, lack of creative cooperation with the teachers, unwillingness to come to an understanding with the students in Paris resulted in the rebellious mood among the students. Under the analysis results it has been found that еру students' rebellions in 1968 not only changed social and economic sector of the French society, but also significantly renewed higher education system of teaching. ; Рассмотрены причины студенческих протестов 1968 года. Внимание акцентируется на предпосылках возникновения французской майской революции. Исследован роман Р. Мерля "За стеклом" (1970) в ключе вузовской системы обучения. Определен причинно-следственный процесс социальных событий в аспекте архаической традиции преподавания в системе вузовского обучения Франции ХХ в. Прослежено, что назревание потребности срочного обновления учебных программ, лекционных и семинарских занятий спровоцировало бунтарские настроения студентов. Сделан вывод, что студенческие волнения 1968-го не только изменили социально-экономическую сферу французского общества, но и существенно обновили систему вузовского преподавания. ; Розглянуто причини студентських протестів 1968 року. Увага акцентується на передумовах виникнення французької травневої революції. Досліджено роман Р. Мерля "За склом" (1970) у ключі вузівської системи навчання. Визначено причинно-наслідковий процес соціальних подій в аспекті архаїчної традиції викладання у системі вишівського навчання Франції ХХ ст. Простежено, що назрілість термінового оновлення навчальних програм, лекційних та семінарських занять спровокувала бунтарські настрої студентів. Зроблено висновок, що студентські заворушення 1968 р. не лише змінили соціально-економічну сферу французького суспільства, а й суттєво оновили систему вишівського викладання.
Розглянуто причини студентських протестів 1968 року. Увага акцентується на передумовах виникнення французької травневої революції. Досліджено роман Р. Мерля "За склом" (1970) у ключі вузівської системи навчання. Визначено причинно-наслідковий процес соціальних подій в аспекті архаїчної традиції викладання у системі вишівського навчання Франції ХХ ст. Простежено, що назрілість термінового оновлення навчальних програм, лекційних та семінарських занять спровокувала бунтарські настрої студентів. Зроблено висновок, що студентські заворушення 1968 р. не лише змінили соціально-економічну сферу французького суспільства, а й суттєво оновили систему вишівського викладання. ; Рассмотрены причины студенческих протестов 1968 года. Внимание акцентируется на предпосылках возникновения французской майской революции. Исследован роман Р. Мерля "За стеклом" (1970) в ключе вузовской системы обучения. Определен причинно-следственный процесс социальных событий в аспекте архаической традиции преподавания в системе вузовского обучения Франции ХХ в. Прослежено, что назревание потребности срочного обновления учебных программ, лекционных и семинарских занятий спровоцировало бунтарские настроения студентов. Сделан вывод, что студенческие волнения 1968-го не только изменили социально-экономическую сферу французского общества, но и существенно обновили систему вузовского преподавания. ; This article is dedicated to the crisis situation in the French system of higher education of the 1960-ies. In particular, main grounds for students' protests in 1968 have been considered: opposition to political regimes, strikes against the war in Vietnam, demonstrations against improper conditions for study and censor. The attention is focused on the background of the May Revolution in France. The novel by R. Merle "Behind the Glass" (1970) within the curriculum of the higher educational institution has been studied. It has been determined that the author distinguishes a number of typical characters of the students' and teachers' media. The cause and effect course of social events within the archaic teaching tradition in the system of higher education in France in XX century has been defined. It has been traced that the necessity of еру emergency renovation of curricula, lectures and tutorials caused rebellious mood among the students. The investigation shows that financial instability, conservative scientific and technical opportunities of education, expressive conflicts between the assistants and professors of the University of Nantes, unfavorable conditions for the students' education and existence, lack of creative cooperation with the teachers, unwillingness to come to an understanding with the students in Paris resulted in the rebellious mood among the students. Under the analysis results it has been found that еру students' rebellions in 1968 not only changed social and economic sector of the French society, but also significantly renewed higher education system of teaching.
27 páginas. ; Este ensayo analiza la importancia de la enseñanza de los Derechos Humanos como parte integral de la formación humanística de las personas en Colombia, argumentando que la educación en esta materia debe estar presente desde la enseñanza primaria hasta la universitaria, tomando en cuenta los múltiples textos declarativos y normativos, tanto a nivel nacional como internacional, que hacen referencia a la necesidad de enseñar los Derechos Humanos en todos los niveles educativos, de manera trasversal e interdisciplinaria a través de los currículos académicos. Se plantea la educación para la vida y no solo para la academia de manera que los programas incluyan una formación integral para el respeto de los derechos y libertades, generando un cambio cultural que permita a los individuos influenciar positivamente en sus campos de acción. El avance del presente ensayo se sitúa en el contexto actual de los Derechos Humanos en materia educativa, en consecuencia, se hace necesario retomar la normatividad básica referente al tema, en tanto que de ella depende la realización de su enseñanza como parte integral de la formación humanística. ; 1. Importancia de los Derechos Humanos como parte de Educación Humanística en Colombia 2. La Educación en Derechos Humanos como directriz en el Derecho Internacional. 3. Actualidad de los Derechos Humanos en el ámbito educativo colombiano. 4. Derechos Humanos, una solución a las deficiencias educativas y sociales en Colombia. ; This essay analyzes the importance of teaching human rights as an integral part of the humanistic training of people in Colombia, arguing that education in this area should be present from primary to university, taking into account the multiple declarative texts and normative, both nationally and internationally, which refer to the need to teach human rights at all educational levels, in a transverse and interdisciplinary way through academic curricula. Education for life is proposed and not only for the academy so that the programs include an integral formation for the respect of rights and freedoms, generating a cultural change that allows individuals to positively influence their fields of action. The progress of this essay is placed in the current context of Human Rights in education, as a result, it is necessary to return to the basic regulations regarding the subject, while it depends on the realization of their teaching as an integral part of training humanistic.
The world of education has experienced drastic changes in 2020/2021. The government directs that teaching and learning process must be carried out through online or distance learning. This can affect student learning motivation in participating on learning. Therefore, the purpose of this paper is to explain the student learning motivation in online learning and to examine teachers' efforts to build student motivation in online learning. The implemented methods are descriptive qualitative and literature review as an alternative to gather relevant theories with the topic of discussion. Christian education view's that learning motivation as part of God's grace to every student in the learning process to know God. The results showed that students' learning motivation was still lacking in online learning. So that the role of the teacher as a guide is very important in building student learning motivation. The conclusion shows several steps to build student learning motivation. First, teacher must clearly convey the learning objectives to students. Second, motivating students through enduring understanding. Third, provide feedback to students and the fourth uses the question and answer method. The suggestions of this paper says that teacher must apply these steps by considering student responses in learning. Teacher can be use other methods to build student motivation, such as the brainstorming method.BAHASA INDONESIA: Dunia Pendidikan mengalami perubahan yang sangat drastis pada tahun ajaran 2020/2021. Pemerintah mengarahkan supaya proses belajar mengajar dilakukan melalui online atau pembelajaran jarak jauh (daring). Hal ini dapat mempengaruhi motivasi belajar siswa dalam mengikuti pembelajaran. Oleh karena itu, tujuan penulisan ini untuk memaparkan motivasi belajar siswa dalam pembelajaran daring dan mengkaji upaya guru dalam membangun motivasi belajar siswa dalam pembelajaran daring. Metode yang digunakan, yaitu kualitatif deskriptif dan kajian literatur sebagai alternatif dalam mengumpulkan teori-teori yang relevan dengan topik bahasan. Pendidikan Kristen memangdang motivasi belajar sebagai bagian dari anugerah Tuhan kepada setiap siswa dalam proses belajar untuk mengenal Tuhan. Hasil penelitian menunjukkan bahwa motivasi belajar siswa masih kurang dalam pembelajaran daring. Sehingga peran guru sebagai penuntun sangat penting dalam membangun motivasi belajar siswa. Kesimpulan menunjukkan beberapa langkah dalam membangun motivasi belajar siswa. Pertama, guru harus menyampaikan tujuan pembelajaran dengan jelas kepada siswa. Kedua, memotivasi siswa melalui penyampaian enduring understanding. Ketiga, memberikan umpan balik kepada siswa dan yang keempat menggunakan metode tanya jawab. Saran dari penulisan ini guru harus menerapkan langkah-langkah tersebut dengan mempertimbangkan respons siswa dalam belajar. Selain itu, guru bisa menggunakan metode lain yang dapat membangun motivasi belajar siswa, misalnya metode brainstorming.
"The New Social Studies refers to a flurry of academic and commercial activity during the 1960s and 1970s that resulted in the mass development and dissemination of revolutionary classroom materials and teacher resources. In science as well as social studies, a spirit of 'inquiry-based teaching' filled the air during this time, resulting in the development of curricula that were both pedagogically innovative and intellectually rigorous. 'Constructivism and the New Social Studies' contains a collection of classic lessons from some of the most successful projects of the era, providing a resource of exceptional ideas and materials that have stood the test of time. These revealing artifacts are presented with commentaries from some of the original directors of major projects, including Edwin Fenton, Barry Beyer, and Suzanne Helburn. In addition to American and World History, groundbreaking lessons are represented in Economics, Government, Sociology, and Geography, including the Public Issues Series (Fred Newann) and Man: A Course of Study (Peter Dow). With a Foreword by Jerome Bruner, the volume not only provides a resource of exceptional curriculum ideas and actual materials that have stood the test of time. It also builds a lucid bridge between the theoretical ideas of constructivism and the pedagogical principles of inquiry learning"--
Education is the spearhead in achieving the progress and success of a nation and a State. The state must have a generation that is ready to manifest it. The Educators or teachers are the main keys in creating a discerning nation. There are extraordinary challenges that must be faced by the educators or teachers during the Covid 19 pandemic. However, this is not an obstacle in creating and producing Indonesia's golden generation. Online learning is a solution offered by the Government of Indonesia, where students learn from home and teachers work from home. In this new normal era, teachers are required to teach online. A variety of media platforms can be utilised in this situation, such as Google Classroom Platform; is one of the media that is very suitable for teachers to apply in the teaching and learning process. Through Google Classroom, teachers can provide material, learning videos, and modules, manage student assignments, exams, and check attendance. The advantage of learning online does not make students tired like offline activities, fun, and it can provide new experiences for them.
