Temat: integrated education

Skocz do pozycji: 1.

Tytuł:: The implementation of integrated education to develop the intact personality of students
Autorzy:: Muchtarom, Moh.
Budimansyah, Dasim
Suryadi, Ace
Tematy:: integrated education
principles
intact personality; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/2005053.pdf Link otwiera się w nowym oknie
Opis:: The objective of this study was to describe the implementation of integrated education in Nur Hidayah Islamic Integrated Senior Secondary School of Sukoharjo, Central Java, Indonesia. It used the analytic descriptive-qualitative method with the case study approach. There are seven main principles of integration in the learning process, namely: integration of human potentials, integration of institutions, integration of curriculum, integration of learning domains, integration of three centers of education, integration of theory and practice, and integration of learning activities. The impact of the integrated education can form intact personality which encompasses religiosity, morality, intellectuality, high motivation, leadership, healthy lifestyle, self-reliance, work ethics and discipline, and socio-political awareness. Thus, models of integrated education can be implemented in senior secondary schools.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Reformatorskie działania w edukacji wczesnoszkolnej uczniów z niepełnosprawnością – „druzgocące fakty dokonane” czy postęp?
Reforming actions in early childhood education of pupils with disabilities – “devastating facts made” or progress?
Autorzy:: Sadowska, Sławomira
Tematy:: early school education
work centers method
integrated education; Pokaż więcej
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Powiązania:: https://bibliotekanauki.pl/articles/1387990.pdf Link otwiera się w nowym oknie
Opis:: Reforming actions after the political change in 1989 brought new interpretations of work to the first stage of education and changes in the existing qualifications of teachers working in grades I–III of special schools. The read standards of work from the field of documents from the Ministry of Education stand in opposition to the expanse of positions expressed by scientific circles, while the first ones imprint their explicit stigma on the teacher conceptualizations of work in the first educational stage. The concept of work in classes I–III, developed on the basis of special pedagogy, despite the fact that the reformed school did not question its basic assumptions, is no longer an axis of thought in working with pupils with disabilities.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Dlaczego dziecko z niepełnosprawnością zwykle staje się uczniem upośledzonym?
Autorzy:: Gajdzica, Zenon
Tematy:: disabled learner
impaired identity
integrated education; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/951820.pdf Link otwiera się w nowym oknie
Opis:: The presented study aims at the identifi cation of these mechanisms in the area of integrated education as well as at showing possible consequences for educational practice and the development of disabled learners. The first is related to the biological model of disability, which is determined by the notion of physiological norm and for which organism impairment is a constitutive feature. What ranks as priority in the second standpoint are special educational needs treated as a derivative of functional disorders. This point of view is particularly visible in some psychological definitions presenting disability as individual functional disorders. The last perspective of viewing the disabled learner which is discussed here is situated in the assumptions of constructivism. Each of the presented standpoints allows for slightly different handling of the disabled learner’s school problems. In the presented article, the discussed issues are rooted in the last – constructivist approach.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: On classical and progressive education
Autorzy:: Lutz, David W.
Wydawca:: Instytut Badań Edukacyjnych
Cytata wydawnicza:: Lutz, D.W. (2022). On classical and progressive education. Edukacja, 4(163), 56–62.
Opis:: A debate between defenders of classical education, led by Robert Maynard Hutchins and Mortimer Adler, and proponents of progressive education, led by pragmatist philosopher John Dewey, took place in the United States in the twentieth century. Dewey argued that educators should replace the philosophical tradition of Aristotle and Thomas Aquinas with knowledge rooted in a philosophy of ex perience and the methods of the empirical sciences. Despite the efforts of Hutchins, Adler, and others, progressive education prevailed, resulting in an educational system characterized by pragmatism and positivism. One reason progressive education was successful is that the tradition of classical education originated in aristocratic societies, with a distinction between the liberal and servile arts, while pro gressive education appeared to be more appropriate for a democratic society. What we need today is integration of liberal and professional education, so that all students, including students of business and other professions, can be classically educated and understand what it means to live a virtuous life while working for a living. Neo-Thomist philosopher Jacques Maritain can assist us in thinking about how to achieve this integrated education.
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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Skocz do pozycji: 5.

Tytuł:: Edukacja zintegrowana na przestrzeni wieków
Autorzy:: Karbowniczek, Jolanta
Tematy:: school system
integrated education
a concept
pedagogicalthought
holism; Pokaż więcej
Wydawca:: Związek Nauczycielstwa Polskiego
Powiązania:: https://bibliotekanauki.pl/articles/1191473.pdf Link otwiera się w nowym oknie
Opis:: Aim: To present the concept of integrated education and its evolution throughout history, including the Polish pedagogical thought of modern times. Methods: a descriptive and explanatory method. Results: Knowledge of the pedagogical thought shaped over the centuries allows us to go deeper into the subject, show the genesis and stages of the development of integrated education, and respond to reflective discourse on this not often raised topic in a critical manner. Conclusions: The analysis of historical features, familiarisation with the views and creative inspirations of outstanding thinkers allows to draw many original ideas from their pedagogical systems, which might be applied in the didactic and educational work of a teacher with children in grades 1–3 at primary school.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: The Methodology of Professional Competencies Formation for The Specialists in Environmental Monitoring on the Basis of Synergistic Pedagogics
Autorzy:: BORDIUG, NATALIA
ALPATOVA, OKSANA
ISHCHUK, OKSANA
SVITELSKYI, MYKOLA
SMAGLY, VIKTOR
Tematy:: integrated education
professional competences
interdisciplinary connections
environmental monitoring; Pokaż więcej
Wydawca:: Uniwersytet Rzeszowski
Powiązania:: https://bibliotekanauki.pl/articles/457251.pdf Link otwiera się w nowym oknie
Opis:: The issues of professional training for future environmental engineers training are considered in the article. The methodical bases of teaching environmental monitoring have been developed and substantiated for the application in the learning process through the implementation of inter-disciplinary approach. The basic components of training future environmental engineers have been defined and analysis of the formation of professional system-modeling competencies in environ-mental monitoring have been conducted.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Attitudes of Parents of Preschool Children toward Integration
Postawy rodziców dzieci w wieku przedszkolnym wobec integracji
Autorzy:: Kasperska, Marta
Opis:: Integrated education is important for a correct development of skills in children with disabilities as well as offers new and exciting opportunities and experiences for the healthy kids. Parents’ attitudes toward disabilities and integrated schooling are the deciding factor when choosing what type of a preschool their children will be attending. The main objective of this thesis was to study the attitudes of parents who have kids in preschool age toward the integration of children with disabilities into schools. The study was conducted on a group of 130 parents whose children attend either integrated preschools or kindergartens for only healthy kids. A questionnaire was developed in order to gather necessary information from parents. In my research, I used two scales to measure responses of the subjects: The Scale of Attitudes Toward People with Disabilities developed by A. Sękowski and The Scale of Attitudes Toward Integrated Schooling of Children with Disabilities created by M.A. Winzer.The results from the study indicate that the attitudes of parents toward disability varied based on what type of preschool their children attend. Even though on average parents declare positive attitudes toward integration of children with disabilities into schools, parents whose children attend integrated preschools more frequently appreciated the positive aspects of the integrated model of education. Parents whose children attend preschools only for healthy kids not only judged the integration more negatively, but also showed decreased appreciation for disabled people. There is also a correlation between the attitudes of parents toward people with disabilities and their evaluation of the integrated schooling system. Positive attitudes toward disabilities increase the level of acceptance for integration in parents. On the other hand, negative attitudes toward people with disabilities influences unfavorable opinions about the integration model.
Kształcenie integracyjne odgrywa znaczącą rolę nie tylko w rozwijaniu możliwości dziecka niepełnosprawnego, ale również stanowi źródło cennych doświadczeń dla dzieci pełnosprawnych. W głównej mierze, to od rodziców i ich postaw wobec niepełnosprawności i integracji zależy, czy ich dzieci będą uczestniczyły w integracyjnych formach kształcenia. Celem pracy było poznanie postaw rodziców dzieci w wieku przedszkolnym wobec integracji z dziećmi z niepełnosprawnością w placówkach nauczania początkowego. Badania zostały przeprowadzone na próbie 130 rodziców, których dzieci uczęszczają do przedszkoli integracyjnych oraz nieintegracyjnych. Zastosowano w nich metodę sondażu diagnostycznego z techniką ankiety. Narzędziem badawczym była Skala Postaw wobec Osób Niepełnosprawnych autorstwa A. Sękowskiego oraz Skala Postaw wobec Integracji Szkolnej Dzieci Niepełnosprawnych M. A. Winzer. Wyniki badań wskazują, że rodzaj placówki przedszkolnej różnicuje postawy rodziców wobec niepełnosprawności. Chociaż w ujęciu ogólnym ankietowani rodzice deklarują pozytywne postawy wobec kształcenia integracyjnego, to rodzice, których dzieci uczęszczają do przedszkola integracyjnego znacznie częściej doceniali pozytywne aspekty integracji. Rodzice dzieci z przedszkola nieintegracyjnego nie tylko gorzej ocenili kształcenie integracyjne, ale prezentowali też bardziej negatywny stosunek do osób niepełnosprawnych.Istnieje zależność pomiędzy postawami rodziców wobec osób niepełnosprawnych a ich oceną integracyjnego kształcenia. Pozytywne postawy wobec niepełnosprawności zwiększają poziom akceptacji i aprobaty rodziców względem integracji. Natomiast negatywny stosunek badanych wobec osób niepełnosprawnych wpływa na sceptyczną ocenę integracji z tymi osobami.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

Inne

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Skocz do pozycji: 8.

Tytuł:: Developing General and Subject Competences of Primary School Pupils in the Context of Integrated Education: the Case of one Lithuanian School
Autorzy:: Ponomariovienė, Jovita
Jakavonytė-Staškuvienė, Daiva
Tematy:: general competences
subject competences
integrated education
primary school students; Pokaż więcej
Wydawca:: Fundacja Pro Scientia Publica
Powiązania:: https://bibliotekanauki.pl/articles/18105117.pdf Link otwiera się w nowym oknie
Opis:: Aim. The aim of the research is to provide a scientific justification for the integrated development of general and subject-specific competences of primary school pupils. Methods. The exploratory qualitative case study was conducted in a private school in Lithuania. The integrated activities covered the content of Lithuanian language and science education, as well as general competences such as communication and digital competences. The activity was implemented in grade 4 with 12 pupils (8 boys and 4 girls). A semi-structured interview with the class teacher was also conducted. Results and conclusion. The data from the empirical study were analysed according to the following thematic clusters: interest in the activity, group work, searching for information in the encyclopaedia and in electronic sources, working with a robot when integrating the digital skills and the content of science education, descriptions of animals as a summarising and consolidating activity. The study found that if the educational process is well thought out, if the pupils are interested, they can work independently and support each other in explaining the content, while the teacher becomes an observer, a facilitator, and can concentrate on the pupils’ individual activities during this process. Well-designed tasks with the robot develop not only digital literacy skills, but also the reinforcement of subject content related to the use of concepts. Originality. The case study provides valuable insights into the implementation of an educational process that integrates general and subject-specific competences, and the detailed description of the activities shows which tasks support students’ independent learning.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Edukacja zintegrowana w dobie jakościowego kryzysu dydaktycznego
Integrated Education in the Age of Qualitative Didactic Crisis
Autorzy:: Karbowniczek, Jolanta
Tematy:: edukacja zintegrowana
uczeń
nauczyciel
kryzys dydaktyczny
jakość nauczania
integrated education, student, teacher, didactic crisis, quality of teaching.
quality of teaching
didactic crisis
integrated education
student
teacher; Pokaż więcej
Wydawca:: Akademia Ignatianum w Krakowie
Powiązania:: https://bibliotekanauki.pl/articles/40494058.pdf Link otwiera się w nowym oknie
Opis:: CEL NAUKOWY: Próba oceny przejawiającego się w edukacji zintegrowanej kryzysu dydaktycznego – jakościowego, mającego miejsce w typowej szkole na tradycyjnych zajęciach z dziećmi w klasach I‑III. PROBLEM I METODY BADAWCZE: W artykule analizom krytycznym poddano złożoność, niejasności i bariery realizacji przez nauczycieli koncepcji integracji w praktykach społecznych pod kątem jakościowym. Zastosowano metodę opisowo‑eksplanacyjno‑ interpretacyjną. PROCES WYWODU: Zaprezentowano kluczowe znaczenie wczesnej edukacji dziecka pod kątem jakości kształcenia istniejącego stanu faktycznego w szkołach. WYNIKI ANALIZY NAUKOWEJ: Wskazanie jakościowych strategii wspierania całościowego rozwoju dziecka. WNIOSKI, INNOWACJE, REKOMENDACJE: Metamorfoza sposobu nauczania – uczenia się, poszukiwanie tropów „inności” konstruktywistycznej.
RESEARCH OBJECTIVE: An attempt to assess the didactic‑qualitative crisis manifested in integrated education, taking place in a typical school during traditional classes with children in grades 1‑3. THE RESEARCH PROBLEM AND METHODS: In the presented article, qualitative – critical analysis covered the complexity, ambiguities and barriers to the implementation of the concept of inte‑ gration in social practices by teachers The descriptive‑explanatory‑interpretative method was used. THE PROCESS OF ARGUMENTATION: The key importance of early childhood education was presented in terms of the quality of education in the actually existing state in schools. RESEARCH RESULTS: Indication of qualitative strategies supporting holistic development of the child. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Metamorphosis of the way of teaching – learning, searching for traces of constructivist “otherness.”
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: „Społeczeństwo dla wszystkich”, czy tylko „szkoła dla wszystkich” – opinie nauczycieli szkoły specjalnej, integracyjnej i ogólnodostępnej
Autorzy:: Skura, Monika
Tematy:: inclusive education
special education
integrated education
teacher of students with SEN
special educational needs; Pokaż więcej
Wydawca:: Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Powiązania:: https://bibliotekanauki.pl/articles/1789417.pdf Link otwiera się w nowym oknie
Opis:: Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism). The data was collected using a questionnaire. The findings highlighted that all groups thought that people with disabilities primarily needed help and support, special school teachers felt most strongly about this. Special educational needs teachers most strongly disagreed that their group were afraid of the disabled or felt hostility towards them compared to the other two groups. All groups had milder opinions regarding other types of marginalised people. The majority of special school teacher’s had views similar to general society regarding that the presence of refugees in society could pose a danger, whilst most teachers from regular schools thought that refugees were here for work and social care. In light of the study, all groups agreed that regular schools were not the best place for pupils with SEN, however they would make an exception for students with mild disabilities, the children of refugees, and those from national and ethnic minorities. Special schools teachers working with students with severe disabilities strongly agreed that students with an ID and autism generally, should stay in the separated model of education. All groups regarded that the goal of an “education for all” was an unrealistic expectation especially in the near future, just as the goal of an “inclusive society”.
Dostawca treści:: Biblioteka Nauki

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