Socialinis ugdymas最新文献_第3页

Civic education networks: working together with universities, NGOs, schools, and policymakers to advance innovative and effective policies and practices 公民教育网络:与大学、非政府组织、学校和政策制定者共同努力，推动创新和有效的政策和做法

Socialinis ugdymas Pub Date : 2022-03-25 DOI: 10.15823/su.2021.56.4

Christopher R. Riano, Alissa Irion-Groth

{"title":"Civic education networks: working together with universities, NGOs, schools, and policymakers to advance innovative and effective policies and practices","authors":"Christopher R. Riano, Alissa Irion-Groth","doi":"10.15823/su.2021.56.4","DOIUrl":"https://doi.org/10.15823/su.2021.56.4","url":null,"abstract":". For more than five decades, the Center for Civic Education has worked with organizations across the United States and worldwide to provide people with the civic knowledge, skills, and attitudes needed to participate in and practice democracy actively. The Center and its partners have reached tens of millions of students and teachers worldwide. Partners in the Civitas International programs jointly develop and deliver civic education programs for young people worldwide. This unique network of educators, civil society organizations, educational institutions, and government agencies has operated in more than 80 countries and 30 U.S. states for more than two decades, developing quality teaching materials and training teachers throughout Eastern Europe, the former Soviet Union, Africa, Asia, Latin America, the Caribbean, and the Middle East. In the United States, the We the People program network implements civic education programs in all 50 states. These programs include the We the People and Project Citizen curricula developed by the Center. The network also advocates for the development and sustainability of civic education programs. In addition, the Center supports a network of alumni who have completed the We the People program and continues to support civic education as they attend college and engage in professional careers. Educators, professors, and NGO leaders in the United States and internationally join these networks. University partners are political science and law professors, pre-service teacher educators, and social science specialists. NGO partners come from various civic and legal education organizations. Teachers and school leaders are key members of these networks. It is essential to learn from each other’s experiences and inform school leaders and educators about curricula. The network also involves education leaders and policymakers at all levels of government. The diversity of approaches and experiences in these networks increases their strength and effectiveness.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134381849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching citizenship in a time of global autocracy, disinformation, and truth decay 在一个全球专制、虚假信息和真理腐朽的时代，教授公民意识

Socialinis ugdymas Pub Date : 2022-03-25 DOI: 10.15823/su.2021.56.2

C. White

引用次数: 0

The empowerment of citizens in the European Union through the Conference on the Future of Europe 通过欧洲未来会议赋予欧盟公民权力

Socialinis ugdymas Pub Date : 2022-03-25 DOI: 10.15823/su.2021.56.3

Bent Nørby Bonde

引用次数: 0

MultInclude – supporting schools in improving their inclusion strategies 多元共融-支持学校改善共融策略

Socialinis ugdymas Pub Date : 2021-12-22 DOI: 10.15823/su.2021.55.1

Eszter Salamon, Mary Tupan Wenno, Josefien van Marlen, Simone Aumaj

{"title":"MultInclude – supporting schools in improving their inclusion strategies","authors":"Eszter Salamon, Mary Tupan Wenno, Josefien van Marlen, Simone Aumaj","doi":"10.15823/su.2021.55.1","DOIUrl":"https://doi.org/10.15823/su.2021.55.1","url":null,"abstract":"Inclusion in education has been a hot topic all over Europe. There have been various attempts to develop inclusion strategies for different groups, such as for the inclusion of disabled students, newly arrived migrants, those with special needs and others. MultInclude, an Erasmus+ project ESHA is a partner of, has focused on the multiple inclusion needs of students having in mind the completion of secondary education and continuation of studies at tertiary level. In short, what we are aiming at is educating lifelong learners by catering for the individual inclusion needs of each student. The project has two research aspect that will be presented: first there were over 70 inclusion case studies collected from all over the world and analysed for finding the “best” in best practices, secondly, based in this a self-assessment tool was developed and piloted in over 50 schools in various European countries and the experiences of these pilots have also been analysed. Praise for MultInclude and the Scoring Matrix: “I love it when complex concepts are translated into hands-on processes. And so, I’m a big fan of the MultInclude project’s tool for self-assessing #inclusion within schools.” – Mari Varsányi, teacher, trainer and consultant specialising on Intercultural and Inclusive Education, the Netherlands.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114387387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing VET start programme in Estonian vocational schools – the experience of teachers and support specialists 在爱沙尼亚职业学校实施职业教育培训计划——教师和支持专家的经验

Socialinis ugdymas Pub Date : 2021-12-22 DOI: 10.15823/su.2021.55.2

Liana Roos, Karmen Trasberg, Kristi Kõiv, Egle Säre

{"title":"Implementing VET start programme in Estonian vocational schools – the experience of teachers and support specialists","authors":"Liana Roos, Karmen Trasberg, Kristi Kõiv, Egle Säre","doi":"10.15823/su.2021.55.2","DOIUrl":"https://doi.org/10.15823/su.2021.55.2","url":null,"abstract":"VET start programme is introductory programme to facilitate transitions between school levels, support career choice and provide positive learningand work experience. The programme is based on the principles of individuality, flexibility and practice-based studies. It was implemented in Estonia as a pilot programme since 2016. Today it is a permanent part of the vocational education system. In implementing VET start programme and adapting it to the students needs the key role is played by teachers and support network. The aim of the study was to describe the experiences of vocational teachers and support specialists in applying the VET start programme in two vocational schools. The results indicated that VET start was seen as a way of preventing social exclusion of vulnerable groups in society. Interviewees stressed the importance of learners self-aware career choices by developing their social, self-regulatory and coping skills and providing a positive learning experiences. The results of this study can be an input for development of VET start curricula as well as to support relevant competences of vocational teachers during pre-service and in-service training.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133077517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Paauglių, išėjusių iš vaikų globos namų į bendruomeninius globos namus, patirtis

Socialinis ugdymas Pub Date : 2021-12-22 DOI: 10.15823/su.2021.55.5

Rita Ilgūnė-Martinėlienė, Viktorija Malachovska

{"title":"Paauglių, išėjusių iš vaikų globos namų į bendruomeninius globos namus, patirtis","authors":"Rita Ilgūnė-Martinėlienė, Viktorija Malachovska","doi":"10.15823/su.2021.55.5","DOIUrl":"https://doi.org/10.15823/su.2021.55.5","url":null,"abstract":"Anotacija. Vaikų globos namų tema yra itin aktuali Lietuvoje. Vaikams, ypač netekusiems tėvų globos, labiausiai reikia išskirtinės apsaugos, jų teisės turi būti ginamos ypač kruopščiai ir atidžiai. Kasmet kuriamos programos, strategijos, priimami įstatymai bei jų pakeitimai, numatantys vaiko globos politikos tobulėjimą bei plėtrą. Didžioji dalis patvirtintų programų bei strategijų numatė vaikų, augančių stacionariose institucijose, skaičiaus mažinimą ir vaiko globos šeimoje bei šeimynose skatinimą. Numatyta, kad iki 2020 m. globos įstaigose vaikų neliks, jie gyvens šeimose, šeimynose, bendruomenėse. Kokia jų patirtis? Ar gyvendami bendruomeniniuose globos namuose jaunuoliai mokosi gyventi mažoje bendruomenėje, pritapti visuomenėje, rūpintis buitimi, planuoti savo išlaidas, prisiimti asmeninę atsakomybę ir savarankiškai priimti sprendimus? Ar taip jaunuoliai jaučiasi labiau pasiruošę savarankiškam gyvenimui ir išmoksta pagrindinių įgūdžių ir vertybių, reikalingų suaugusiojo gyvenime. Remiantis pasirinktų šaltinių analizės ir tyrimo rezultatais, straipsnyje siekiama objektyviai apibūdinti tiriamą reiškinį bei atskleisti paauglių, išėjusių iš vaikų globos namų į bendruomeninius globos namus, socialinės adaptacijos ypatumus.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131169760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Socialiai pažeidžiamų asmenų kelias link aukštojo mokslo: kai kurių struktūrinių veiksnių bandomoji apžvalga

Socialinis ugdymas Pub Date : 2021-12-22 DOI: 10.15823/su.2021.55.4

Asta Dilytė-Kotenko

引用次数: 0

Psychological adjustment in individuals with coronary heart disease 冠心病患者的心理调节

Socialinis ugdymas Pub Date : 2021-01-08 DOI: 10.15823/SU.2020.54.1

Yulia Safitri, L. Safrina

{"title":"Psychological adjustment in individuals with coronary heart disease","authors":"Yulia Safitri, L. Safrina","doi":"10.15823/SU.2020.54.1","DOIUrl":"https://doi.org/10.15823/SU.2020.54.1","url":null,"abstract":"Psychological adjustment is one of the most important things needed by individuals with chronic disease to have a positive life regardless of the impact caused by their illness. This study aims to determine the dynamics of psychological adjustment in individuals with coronary heart disease (CHD). The method used in this research is phenomenological qualitative approach. Respondents in this research are four people (three men and one woman) who suffered from coronary heart disease. Data were collected through a semi-structured interview, then analyzed by using interpretive analysis technique. The results showed that all respondents had not succeeded in making adjustments to their chronic illness. Three of the four respondents were able to overcome the emotional, cognitive, and physiological effects of chronic disease, but still failed in behavioral aspect especially in terms of lifestyle changes and routine check-up. In contrast, one other respondent showed a negative adjustment on physiological and emotional aspects, but instead had a much more positive adjustment in behavioral aspect because of the high level of compliance in terms of self-management. Factors found to influence psychological adjustment processes in individuals are belief, coping, and family support.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124505185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Lietuvos kultūra ideologinių paradigmų kaitoje

Socialinis ugdymas Pub Date : 2021-01-08 DOI: 10.15823/SU.2020.54.7

Rasa Čepaitienė

引用次数: 0

Komandinio darbo kokybei įtaką darantys veiksniai: fizinę negalią turinčių asmenų patirtys

Socialinis ugdymas Pub Date : 2021-01-08 DOI: 10.15823/SU.2020.54.3

Ina Ribinskaitė

引用次数: 0