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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: other curricular activities of R. M. School</title> <meta name="description" content="Search results for: other curricular activities of R. M. School"> <meta name="keywords" content="other curricular activities of R. M. School"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="other curricular activities of R. 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M. School"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9048</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: other curricular activities of R. M. School</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9048</span> An Analysis of Curricular and Other Curricular Activities of Ramakrishna Mission School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shri%20Krishna%20Mishra">Shri Krishna Mishra</a>, <a href="https://publications.waset.org/abstracts/search?q=Badri%20Yadav"> Badri Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India is a democratic country requires creative dynamic citizen for its development. And it will be possible only when school produce creative prosperous students. In this aspect, researcher find out that curricular and other curricular activities of Ramkrishna Mission School is unique up to some extent because it gives emphasis on value education and holistic development of students. It giving the emphasis on self-realization, standing on their own feet and community work. Most of the teacher of this school are competent to organize classrooms and manage the behavior of their students so, outcome of this school is very effective and impressive to other school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramakrishna%20Mission%20School" title="Ramakrishna Mission School">Ramakrishna Mission School</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis%20of%20curricular" title=" analysis of curricular"> analysis of curricular</a>, <a href="https://publications.waset.org/abstracts/search?q=other%20curricular%20activities%20of%20R.%20M.%20School" title=" other curricular activities of R. M. School"> other curricular activities of R. M. School</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/16929/an-analysis-of-curricular-and-other-curricular-activities-of-ramakrishna-mission-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16929.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9047</span> Participation in Co-Curricular Activities of Undergraduate Nursing Students Attending the Leadership Promoting Program Based on Self-Directed Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Porntipa%20Taksin">Porntipa Taksin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jutamas%20Wongchan"> Jutamas Wongchan</a>, <a href="https://publications.waset.org/abstracts/search?q=Amornrat%20Karamee"> Amornrat Karamee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The researchers’ experience of student affairs in 2011-2013, we found that few undergraduate nursing students become student association members who participated in co-curricular activities, they have limited skill of self-directed-learning and leadership. We developed “A Leadership Promoting Program” using Self-Directed Learning concept. The program included six activities: 1) Breaking the ice, Decoding time, Creative SMO, Know me-Understand you, Positive thinking, and Creative dialogue, which include four aspects of these activities: decision-making, implementation, benefits, and evaluation. The one-group, pretest-posttest quasi-experimental research was designed to examine the effects of the program on participation in co-curricular activities. Thirty five students participated in the program. All were members of the board of undergraduate nursing student association of Boromarajonani College of Nursing, Chonburi. All subjects completed the questionnaire about participation in the activities at beginning and at the end of the program. Data were analyzed using descriptive statistics and dependent t-test. The results showed that the posttest scores of all four aspects mean were significantly higher than the pretest scores (t=3.30, p<.01). Three aspects had high mean scores, Benefits (Mean = 3.24, S.D. = 0.83), Decision-making (Mean = 3.21, S.D. = 0.59), and Implementation (Mean=3.06, S.D.=0.52). However, scores on evaluation falls in moderate scale (Mean = 2.68, S.D. = 1.13). Therefore, the Leadership Promoting Program based on Self-Directed Learning Approach could be a method to improve students’ participation in co-curricular activities and leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=participation%20in%20co-curricular%20activities" title="participation in co-curricular activities">participation in co-curricular activities</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20nursing%20students" title=" undergraduate nursing students"> undergraduate nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20promoting%20program" title=" leadership promoting program"> leadership promoting program</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a> </p> <a href="https://publications.waset.org/abstracts/49582/participation-in-co-curricular-activities-of-undergraduate-nursing-students-attending-the-leadership-promoting-program-based-on-self-directed-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9046</span> Evaluation of the Curricular Content Domain Related to Topics of Human Sexuality in Teachers of Public Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Ali%20Asadi">Ahmed Ali Asadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Julio%20R.%20Martinez-Alvarado"> Julio R. Martinez-Alvarado</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudia%20V.%20Camacho-Guevara"> Claudia V. Camacho-Guevara</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Jesus%20Cabrales-Ruvalcaba"> J. Jesus Cabrales-Ruvalcaba</a>, <a href="https://publications.waset.org/abstracts/search?q=Julieta%20Y.%20Islas-Limon"> Julieta Y. Islas-Limon</a>, <a href="https://publications.waset.org/abstracts/search?q=Bertha%20M.%20Vi%C3%B1as-Velazquez"> Bertha M. Viñas-Velazquez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The transformation of education in Mexico incorporates human sexuality subjects in its study plans for elementary education level, leaving aside the training of teachers to educate on such topics. The objective of this study was to evaluate the curricular content domain related to human sexuality subjects of public elementary school teachers in Mexico. For this, a transversal descriptive-prospective study with a quantitative focus has been conducted. The population for this study consisted of 109 fifth and sixth-grade teachers from a school zone of the State Education System. It was found in the results that fifth-grade teachers got a low achievement level, sixth-grade teachers got a medium achievement level, while teachers who give classes on both grades obtained a high achievement level on domain of curricular subjects related to sexuality. Likewise, a relation of different variables with the participant’s achievement level is exposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curricular%20content" title="curricular content">curricular content</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20education" title=" sexual education"> sexual education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a> </p> <a href="https://publications.waset.org/abstracts/76013/evaluation-of-the-curricular-content-domain-related-to-topics-of-human-sexuality-in-teachers-of-public-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76013.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9045</span> A Study of Students’ Perceptions of Technology in Petaling District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Masduki%20Bin%20Selamat">Ahmad Masduki Bin Selamat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Malaysia is becoming a developed country by the year 2020, the problem is that little is known about the perceptions and curricular values of Malaysian high school students who have taken Living Skills as a subject in the regular public school. How these students perceive technology in their daily lives, in the country’s development and in global context, is not known. The study involved form 4 students from four public schools in Petaling District. The study found that the Petaling District students’ knowledge of technology were good, where 76.6 % of them scored 50% marks and above during the achievement test. In addition, it was also found that only excellent and squatter students perceived technology education as important as a school subject, compared to those students from the urban area. It was found that students preferred business and entrepreneurship topics rather than the other Living Skills curriculum. The study suggests that students should be exposed to technology education from the early years of schooling (preschool to secondary). In addition, the acquisition of skills, the evaluation, revision and modification of the instruction as well as the curriculum should be enforced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology%20education" title="technology education">technology education</a>, <a href="https://publications.waset.org/abstracts/search?q=living%20skills" title=" living skills"> living skills</a>, <a href="https://publications.waset.org/abstracts/search?q=curricular%20values" title=" curricular values"> curricular values</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20schools" title=" public schools"> public schools</a> </p> <a href="https://publications.waset.org/abstracts/10606/a-study-of-students-perceptions-of-technology-in-petaling-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">450</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9044</span> Teachers’ Awareness of the Significance of Lifelong Learning: A Case Study of Secondary School Teachers of Batna - Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahloul%20Amel">Bahloul Amel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is an attempt to raise the awareness of the stakeholders and the authorities on the sensitivity of Algerian secondary school teachers of English as a Foreign Language about the students’ loss of English language skills learned during formal schooling with effort and at expense and the supposed measures to arrest that loss. Data was collected from secondary school teachers of EFL and analyzed quantitatively using a questionnaire containing open-ended and close-ended questions. The results advocate a consensus about the need for actions to be adopted to make assessment techniques outcome-oriented. Most of the participants were in favor of including curricular activities involving contextualized learning, problem-solving learning critical self-awareness, self and peer-assisted learning, use of computers and internet so as to make learners autonomous. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title="lifelong learning">lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=contextualized%20learning" title=" contextualized learning"> contextualized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Algeria" title=" Algeria"> Algeria</a> </p> <a href="https://publications.waset.org/abstracts/14386/teachers-awareness-of-the-significance-of-lifelong-learning-a-case-study-of-secondary-school-teachers-of-batna-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14386.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9043</span> Curricular Reforms for Inclusive Education: Equalization of Opportunities for the Physically Challenged Persons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ede%20Jairus%20Adagba">Ede Jairus Adagba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The National Policy on Education has made elaborate and fascinating provisions for the education of the people with Special Needs. This category of people includes the physically challenged, the disadvantaged, the gifted and talented. However, the focus of this paper is people that are physically challenged. The paper reasons that in spite of the commendable provisions, the present curricular and learning conditions are not conducive enough to cater for the interest of the physically challenged persons. As a panacea, some curricular and physical condition reforms are proposed. These are hoped to facilitate access to inclusive education and equalization for opportunities of the physically challenged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curricular%20reforms" title="curricular reforms">curricular reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=equalization" title=" equalization"> equalization</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=physically%20challenged%20persons" title=" physically challenged persons"> physically challenged persons</a> </p> <a href="https://publications.waset.org/abstracts/9318/curricular-reforms-for-inclusive-education-equalization-of-opportunities-for-the-physically-challenged-persons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9318.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9042</span> Parents' Motivating Factors for Their Deaf and Mute Children to Participate in Physical and Recreational Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruben%20L.%20Tagare">Ruben L. Tagare</a>, <a href="https://publications.waset.org/abstracts/search?q=Jr"> Jr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to determine the parents’ motivating factors for their deaf and mute children to participate in physical and recreational activities. Data were collected from the 17 parents of the deaf and mute children using a specifically designed survey questionnaire as the primary instrument used in the study. Data analysis and interpretation were done with the aid of descriptive statistics, such as frequency, percentage, weighted mean and multiple responses. Most of the respondents were female with a mean average age of 38 years old. The average age of their children was 10 years old. In terms of monthly income, the respondents had an average monthly income of PhP 13,945. Furthermore, most of the respondents lived in the urban area and were all Catholic by faith or religion. As to the factors that parents used to motivate their deaf and mute children to engage in physical and recreational activities, these included the followings: First; to make my child experience and explore more meaningful things through physical and recreational activities; second; to gain other’s respect; third; to build friendship and interact with his peers; fourth; to experience the feeling of belongingness; and fifth: to learn and discover new things. On the other hand, the least chosen factors were: first; to help achieve and maintain a healthy weight; second; to reduce fats and lowering blood pressure; third; to improve balance, coordination and strength; fourth; to improve posture; and fifth; to assist the child in the development of gross motor and fine motor skills. Based on the findings of the study, it is hereby recommended that since the first factor is 'to make my child experience and explore more meaningful things through physical and recreational activities' and the other top factors are more on social aspect, the school should design extra-curricular activities such as theatrical play and other similar activities that the students will find interesting while the parents will be more motivated to engage their children into physical and recreational activities. Also, since the least chosen factors are more on physical aspect, the school should organize or conduct a seminar for the parents to be aware of the benefits of participating in physical and recreational activities for their deaf and mute children. They can also conduct an information campaign to encourage the other parents of deaf and mute children, whom they keep only inside their home to enroll in the school and let their children be exposed to the natural world. Considering that parents are the primary motivators that can best help their children become more interested in physical and recreational activities for their own development, the school should always remain motivated by creating activities for the deaf and mute children with their parents. The study also recommends conducting further study on the level of knowledge/understanding of the parents on the benefits that can be derived from participating in physical and recreational activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20and%20mute" title="deaf and mute">deaf and mute</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20and%20recreational%20activities" title=" physical and recreational activities"> physical and recreational activities</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20PE" title=" adaptive PE"> adaptive PE</a> </p> <a href="https://publications.waset.org/abstracts/83715/parents-motivating-factors-for-their-deaf-and-mute-children-to-participate-in-physical-and-recreational-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83715.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9041</span> Attitudes of Grade School and Kindergarten Teachers towards the Implementation of Mother-Tongue Based Language in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irene%20Guatno%20Toribio">Irene Guatno Toribio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study purported to determine and describe the attitudes of grade school and kindergarten teachers in District I, Division of City Schools in Parañaque towards the implementation of mother tongue-based multilingual education instruction. Employing a descriptive method of research, this study specifically looked into the attitudes of the participants towards the implementation of mother tongue-based language in terms of curricular content, teaching methods, instructional materials used, and administrative support. A total of nineteen teachers, eight (8) of which were kindergarten teachers and eleven (11) were grade one teachers. A self-made survey questionnaire was developed by the researcher and validated by the experts. This constituted the main instrument in gathering the needed data and information relative to the major concern of the study, which were analyzed and interpreted through the use of descriptive statistics. The findings of this study revealed that grade one and kindergarten teachers have a positive attitude towards the integration and inclusion of mother-tongue based language in the curriculum. In terms of suggested teaching methods, the kindergarten teacher’s attitude towards the use of storytelling and interactive activities is highly positive, while two groups of teachers both recommend the use of big books and painting kit as an instructional materials. While the kindergarten teachers would tend to cling on the use of big books, this was not the case for grade school teachers who would rather go for the use of painting kit which was not favored by the kindergarten teachers. Finally, in terms of administrative support, the grade one teacher is very satisfied when it comes to the support of their school administrator. While the kindergarten teachers has developed the feeling that the school administration has failed to give them enough materials in their activities, the grade school teachers, on the other hand, have developed the feeling that the same school administration might have failed to strictly evaluate the kindergarten teachers. Based on the findings of this study, it is recommended that the school administration must provide seminars to teachers to better equip them with the needed knowledge and competencies in implementing the Mother-Tongue Based, Multilingual Education (MTB-MLE). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=grade%20school" title=" grade school"> grade school</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten%20teachers" title=" kindergarten teachers"> kindergarten teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=mother-tongue" title=" mother-tongue"> mother-tongue</a> </p> <a href="https://publications.waset.org/abstracts/8752/attitudes-of-grade-school-and-kindergarten-teachers-towards-the-implementation-of-mother-tongue-based-language-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8752.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9040</span> The Difficulties Encountered in Overseeing Learner-Centered Instructional Activities for Elementary School Children in Ho Chi Minh City, Vietnam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Van%20Son%20Huynh">Van Son Huynh</a>, <a href="https://publications.waset.org/abstracts/search?q=Thanh%20Huan%20Nguyen"> Thanh Huan Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Tat%20Thien%20Do"> Tat Thien Do</a>, <a href="https://publications.waset.org/abstracts/search?q=Thi%20Mai%20Thu%20Nguyen"> Thi Mai Thu Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Thien%20Vu%20Giang"> Thien Vu Giang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the necessity for substantial and all-encompassing educational reform, particularly in elementary Education, it is imperative to prioritize learner-centered instruction at the elementary level. This study focuses on the difficulties encountered in overseeing learner-centered instructional activities for elementary school children in Ho Chi Minh City (HCMC), the largest city in Vietnam in terms of population. Although learner-centered solutions have been implemented, there are still certain weaknesses, including an emphasis on content and worries about lax monitoring. The purpose of this study, named "Management of Learner-Centered Teaching Activities for Primary School Students in HCMC," is to enhance and advance theories related to the management of learner-centered teaching activities. The study evaluates the present condition of learner-centered teaching activities and management practices in HCMC, aiming to suggest solutions for improving the efficiency of managing such activities in primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title="primary school">primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children%20in%20Ho%20Chi%20Minh%20City" title=" school children in Ho Chi Minh City"> school children in Ho Chi Minh City</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20instructional%20activities" title=" learner-centered instructional activities"> learner-centered instructional activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20teaching%20activities%20and%20management." title=" learner-centered teaching activities and management."> learner-centered teaching activities and management.</a> </p> <a href="https://publications.waset.org/abstracts/180049/the-difficulties-encountered-in-overseeing-learner-centered-instructional-activities-for-elementary-school-children-in-ho-chi-minh-city-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9039</span> Physical Fitness Activities for Elementary School Pupils of Matacon Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ariel%20B.%20Domagsang">Ariel B. Domagsang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study dealt with the physical fitness activities for elementary school pupils of Matacon Elementary School, Polangui South District, Albay Division are presented in this chapter. Specifically, it looked into the pre-post test performance based on the Physical Fitness Test which were subjected to statistical significant test of difference including health- and skill-related improvement. Finally, it came up with physical fitness activities to improve the physical fitness performance of the pupils. The descriptive method through survey using questionnaire-checklist, unstructured interview and document(ary) analysis were utilized in this research. There were 171 grades five and six pupil participants in this undertaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matakon" title="Matakon">Matakon</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness%20acitivities" title=" fitness acitivities"> fitness acitivities</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20schools" title=" elementary schools"> elementary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness%20of%20pupils" title=" physical fitness of pupils"> physical fitness of pupils</a> </p> <a href="https://publications.waset.org/abstracts/20550/physical-fitness-activities-for-elementary-school-pupils-of-matacon-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">534</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9038</span> Mindfulness as a Predictor of School Results and Well-Being in Adolescence: The Mediating Role of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ines%20Vieira">Ines Vieira</a>, <a href="https://publications.waset.org/abstracts/search?q=Luisa%20Faria"> Luisa Faria</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, half of all mental disorders begin by age 14 and the current gap of poorly addressed adolescent mental health has future consequences in adulthood. Schoolwork pressure to achieve good performance in secondary education might lead to lower levels of life satisfaction in youth and individual emotional competencies are crucial in this life stage. The present study aimed to determine how mindfulness relates to school achievements and well-being in adolescence and whether such a relationship might be mediated by emotional intelligence. We also studied the moderation interaction effects of gender and the involvement in non-curricular activities. A sample of 597 Portuguese adolescents aged 15 to 17 years old (N=597; 292 girls; 298 boys), enrolled in secondary education completed self-report measures of mindfulness (CAMM), emotional intelligence (TEIQue-ASF) and well-being (SWLS) in their Portuguese versions. Using SPSS and AMOS, the results were obtained through path analyses and multiple linear regression. A Confirmatory Factor Analysis was also conducted. The correlation coefficients reported a positive and statistically significant relationship between mindfulness, emotional intelligence and well-being. Regression analysis indicated that mindfulness reduced its influence on well-being and on school results when emotional intelligence was added to the model. Overall, our results provided further evidence supporting the development of robust hypotheses by perceiving the relevance of mindfulness and individual emotional competencies to school achievements and well-being in a way of improving adolescents’ health, wellness, and school success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title="mindfulness">mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/175776/mindfulness-as-a-predictor-of-school-results-and-well-being-in-adolescence-the-mediating-role-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175776.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9037</span> Contributions of Non-Formal Educational Spaces for the Scientific Literacy of Deaf Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rafael%20Dias%20Silva">Rafael Dias Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The school is a social institution that should promote learning situations that remain throughout life. Based on this, the teaching activities promoted in museum spaces can represent an educational strategy that contributes to the learning process in a more meaningful way. This article systematizes a series of elements that guide the use of these spaces for the scientific literacy of deaf students and as experiences of this nature are favorable for the school development through the concept of the circularity. The methodology for the didactic use of these spaces of non-formal education is one of the reflections developed in this study and how such environments can contribute to the learning in the classroom. To develop in the student the idea of association making him create connections with the curricular proposal and notice how the proposed activity is articulated. It is in our interest that the experience lived in the museum be shared collaborating for the construction of a scientific literacy and cultural identity through the research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessibility%20in%20museums" title="accessibility in museums">accessibility in museums</a>, <a href="https://publications.waset.org/abstracts/search?q=Brazilian%20sign%20language" title=" Brazilian sign language"> Brazilian sign language</a>, <a href="https://publications.waset.org/abstracts/search?q=deaf%20students" title=" deaf students"> deaf students</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/81828/contributions-of-non-formal-educational-spaces-for-the-scientific-literacy-of-deaf-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9036</span> Intercultural Competency for Teachers at the Public Multicultural Alternative School for Immigrants and Multicultural Family Student’s School Maladjustment in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiseob%20Chung">Kiseob Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyeonmin%20Kang"> Hyeonmin Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore what is intercultural competency needed for teacher through their experience at the public multicultural alternative school. The public alternative multicultural school is an accredited school for immigrants or students from multicultural families who have experienced school maladjustment at public school. This school has self-regulation in curriculum and function of bridge to public school by helping their adaptation. In particular, this study answers the following questions: What are the most difficulties for teacher at the multicultural alternative school in comparison to public school? What competencies are required for teacher at the multicultural alternative school? Which competencies in cognitive, emotional and practical area should be more required in order for teacher to communicate with student effectively (successfully) in class and other activities in school? What is the background of that we called these competencies especially as ‘intercultural’? This study focuses to clarify teacher’s competency to help immigrants of students from multicultural background to adjust to school life with the term of intercultural competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competency%20for%20teacher" title="intercultural competency for teacher">intercultural competency for teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20alternative%20school" title=" multicultural alternative school"> multicultural alternative school</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20students" title=" multicultural students"> multicultural students</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20maladjustment" title=" school maladjustment"> school maladjustment</a> </p> <a href="https://publications.waset.org/abstracts/34200/intercultural-competency-for-teachers-at-the-public-multicultural-alternative-school-for-immigrants-and-multicultural-family-students-school-maladjustment-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34200.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9035</span> Effectiveness of Geogebra Training Activities through Teams for Junior High School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Idha%20Novianti">Idha Novianti</a>, <a href="https://publications.waset.org/abstracts/search?q=Suci%20Nurhayati"> Suci Nurhayati</a>, <a href="https://publications.waset.org/abstracts/search?q=Puryati"> Puryati</a>, <a href="https://publications.waset.org/abstracts/search?q=Elang%20Krisnadi"> Elang Krisnadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Community service activities are activities of the academic community in practicing and cultivating science, knowledge, and technology to advance the general welfare and educate the nation's life as described in the Higher Education Law. Training activities on the use of GeoGebra software are an option because GeoGebra software is software that is easy to operate and complete in the presentation of graphic design. The training activity was held for 3 hours online via teams and 3 hours offline. Involving 15 junior high school mathematics teachers located around south Tangerang. As a result, all teachers were satisfied with the activity, and they had additional new knowledge and skills to teach mathematics in the topic of geometry and algebra. The existence of new knowledge made the participants increase their confidence in developing mathematical science for students at school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=geogebra" title="geogebra">geogebra</a>, <a href="https://publications.waset.org/abstracts/search?q=Ms.%20teams" title=" Ms. teams"> Ms. teams</a>, <a href="https://publications.waset.org/abstracts/search?q=junior%20high%20school%20teacher" title=" junior high school teacher"> junior high school teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a> </p> <a href="https://publications.waset.org/abstracts/158597/effectiveness-of-geogebra-training-activities-through-teams-for-junior-high-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9034</span> Predictors of School Safety Awareness among Malaysian Primary School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ssekamanya">Ssekamanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Mastura%20Badzis"> Mastura Badzis</a>, <a href="https://publications.waset.org/abstracts/search?q=Khamsiah%20Ismail"> Khamsiah Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Dayang%20Shuzaidah%20Bt%20Abduludin"> Dayang Shuzaidah Bt Abduludin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With rising incidents of school violence worldwide, educators and researchers are trying to understand and find ways to enhance the safety of children at school. The purpose of this study was to investigate the extent to which the demographic variables of gender, age, length of service, position, academic qualification, and school location predicted teachers’ awareness about school safety practices in Malaysian primary schools. A stratified random sample of 380 teachers was selected in the central Malaysian states of Kuala Lumpur and Selangor. Multiple regression analysis revealed that none of the factors was a good predictor of awareness about school safety training, delivery methods of school safety information, and available school safety programs. Awareness about school safety activities was significantly predicted by school location (whether the school was located in a rural or urban area). While these results may reflect a general lack of awareness about school safety among primary school teachers in the selected locations, a national study needs to be conducted for the whole country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20safety%20awareness" title="school safety awareness">school safety awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=predictors%20of%20school%20safety" title=" predictors of school safety"> predictors of school safety</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20regression%20analysis" title=" multiple regression analysis"> multiple regression analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=malaysian%20primary%20schools" title=" malaysian primary schools"> malaysian primary schools</a> </p> <a href="https://publications.waset.org/abstracts/45296/predictors-of-school-safety-awareness-among-malaysian-primary-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45296.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9033</span> Social Skills as a Significant Aspect of a Successful Start of Compulsory Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eva%20%C5%A0melov%C3%A1">Eva Šmelová</a>, <a href="https://publications.waset.org/abstracts/search?q=Alena%20Ber%C4%8D%C3%ADkov%C3%A1"> Alena Berčíková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The issue of school maturity and readiness of a child for a successful start of compulsory education is one of the long-term monitored areas, especially in the context of education and psychology. In the context of the curricular reform in the Czech Republic, the issue has recently gained importance. Analyses of research in this area suggest a lack of a broader overview of indicators informing about the current level of children’s school maturity and school readiness. Instead, various studies address partial issues. Between 2009 and 2013 a research study was performed at the Faculty of Education, Palacký University Olomouc (Czech Republic) focusing on children’s maturity and readiness for compulsory education. In this study, social skills were of marginal interest; the main focus was on the mental area. This previous research is smoothly linked with the present study, the objective of which is to identify the level of school maturity and school readiness in selected characteristics of social skills as part of the adaptation process after enrolment in compulsory education. In this context, the following research question has been formulated: During the process of adaptation to the school environment, which social skills are weakened? The method applied was observation, for the purposes of which the authors developed a research tool – record sheet with 11 items – social skills that a child should have by the end of preschool education. The items were assessed by first-grade teachers at the beginning of the school year. The degree of achievement and intensity of the skills were assessed for each child using an assessment scale. In the research, the authors monitored a total of three independent variables (gender, postponement of school attendance, participation in inclusive education). The effect of these independent variables was monitored using 11 dependent variables. These variables are represented by the results achieved in selected social skills. Statistical data processing was assisted by the Computer Centre of Palacký University Olomouc. Statistical calculations were performed using SPSS v. 12.0 for Windows and STATISTICA: StatSoft STATISTICA CR, Cz (software system for data analysis). The research sample comprised 115 children. In their paper, the authors present the results of the research and at the same time point to possible areas of further investigation. They also highlight possible risks associated with weakened social skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compulsory%20education" title="compulsory education">compulsory education</a>, <a href="https://publications.waset.org/abstracts/search?q=curricular%20reform" title=" curricular reform"> curricular reform</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20diagnostics" title=" educational diagnostics"> educational diagnostics</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil" title=" pupil"> pupil</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20curriculum" title=" school curriculum"> school curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20maturity" title=" school maturity"> school maturity</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20readiness" title=" school readiness"> school readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a> </p> <a href="https://publications.waset.org/abstracts/58714/social-skills-as-a-significant-aspect-of-a-successful-start-of-compulsory-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58714.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9032</span> Teachers’ Involvement in their Designed Play Activities in a Chinese Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shu-Chen%20Wu">Shu-Chen Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will present a study by the author which investigates Chinese teachers’ perspectives on learning at play and their teaching activities in the designed play activities. It asks the question of how Chinese teachers understand learning at play and how they design play activities in the classroom. Six kindergarten teachers in Hong Kong were invited to select and record exemplary play episodes which contain the largest amount of learning elements in their own classrooms. Applying video-stimulated interview, eight teachers in two focus groups were interviewed to elicit their perspectives on designing play activity and their teaching activities. The findings reveal that Chinese teachers have a very structured representation of learning at play, and the phenomenon of uniformity of teachers’ act was found. The contributions of which are important and useful for professional practices and curricular policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20at%20play" title="learning at play">learning at play</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20involvement" title=" teacher involvement"> teacher involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=video-stimulated%20interview" title=" video-stimulated interview"> video-stimulated interview</a>, <a href="https://publications.waset.org/abstracts/search?q=uniformity" title=" uniformity"> uniformity</a> </p> <a href="https://publications.waset.org/abstracts/104965/teachers-involvement-in-their-designed-play-activities-in-a-chinese-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104965.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9031</span> Rights, Differences and Inclusion: The Role of Transdisciplinary Approach in the Education for Diversity </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Campina">Ana Campina</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Manuela%20Magalhaes"> Maria Manuela Magalhaes</a>, <a href="https://publications.waset.org/abstracts/search?q=Eusebio%20Andr%C3%A9%20Machado"> Eusebio André Machado</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo"> Cristina Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusive school advocates respect for differences, for equal opportunities and for a quality education for all, including for students with special educational needs. In the pursuit of educational equity, guaranteeing equality in access and results, it becomes the responsibility of the school to recognize students' needs, adapting to the various styles and rhythms of learning, ensuring the adequacy of curricula, strategies and resources, materials and humans. This paper presents a set of theoretical reflections in the disciplinary interface between legal and education sciences, school administration and management, with the aim of understand the real inclusion characteristics in a balance with the inclusion policies and the need(s) of an education for Human Rights, especially for diversity. Considering the actual social complexity but the important education instruments and strategies, mostly patented in the policies, this paper aims expose the existing contexts opposed to the laws, policies and inclusion educational needs. More than a single study, this research aims to develop a map of the reality and the guidelines to implement the action. The results point to the usefulness and pertinence of a school in which educational managers, teachers, parents, and students, are involved in the creation, implementation and monitoring of flexible curricula and adapted to the educational needs of students, promoting a collaborative work among teachers. We are then faced with a scenario that points to the need to reflect on the legislation and curricular management of inclusive classes and to operationalize the processes of elaboration of curricular adaptations and differentiation in the classroom. The transdisciplinary is a pedagogic and social education perfect approach using the Human Rights binomio – teaching and learning – supported by the inclusion laws according to the realistic needs for an effective successful society construction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rights" title="rights">rights</a>, <a href="https://publications.waset.org/abstracts/search?q=transdisciplinary" title=" transdisciplinary"> transdisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion%20policies" title=" inclusion policies"> inclusion policies</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20for%20diversity" title=" education for diversity"> education for diversity</a> </p> <a href="https://publications.waset.org/abstracts/67420/rights-differences-and-inclusion-the-role-of-transdisciplinary-approach-in-the-education-for-diversity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67420.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9030</span> Improving Home and School Collaboration: Analysis of Parent and Teacher Involvement Practices in Public Elementary Schools in Benguet, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sherry%20Junette%20Tagle">Sherry Junette Tagle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Extensive research continues to prove the positive effects of home and school collaborations in education. Although parent involvement programs in Benguet, Philippines are in place, the impact has yet to affect the current aggregate performance of elementary pupils. This study describes the involvement of public elementary teachers and parents along Epstein’s types of involvement using the sequential explanatory design. Survey and interview results show that teachers place greater value on activities that cater to communicating, volunteering, learning at home and decision making. On the other hand, parents are actively involved in all six types and value the importance of their involvement in school to their child’s schooling. Parents of grades 1-4 pupils significantly give importance to communicating activities to offset difficulties encountered by young pupils while parents of grades 5-6 pupils, have declining interest in volunteering and learning at home activities citing older children as being more independent to do teacher-assigned tasks. Teachers, compared to the other respondent groups, significantly place higher value on the importance of parent leaders as their partners in implementing school activities. In general, involvement of parents and teachers in home-school activities is intensive in the lower grade levels and decreases as their child progresses through school. A recommended program for future collaborations of the Philippine’s Department of Education has been formulated to diversify existing activities and elicit greater participation among the school’s stakeholders to achieve holistic development of the pupils and ultimately improve pupils’ school aggregate performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Epstein%27s%20types%20of%20involvement" title="Epstein's types of involvement">Epstein's types of involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20collaborations" title=" community collaborations"> community collaborations</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20and%20school%20partnerships" title=" home and school partnerships"> home and school partnerships</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20involvement" title=" parent involvement"> parent involvement</a> </p> <a href="https://publications.waset.org/abstracts/61538/improving-home-and-school-collaboration-analysis-of-parent-and-teacher-involvement-practices-in-public-elementary-schools-in-benguet-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61538.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9029</span> The Views of German Preparatory Language Programme Students about German Speaking Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eda%20%C3%9Cst%C3%BCnel">Eda Üstünel</a>, <a href="https://publications.waset.org/abstracts/search?q=Seval%20Karacabey"> Seval Karacabey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The students, who are enrolled in German Preparatory Language Programme at the School of Foreign Languages, Muğla Sıtkı Koçman University, Turkey, learn German as a foreign language for two semesters in an academic year. Although the language programme is a skills-based one, the students lack German speaking skills due to their fear of making language mistakes while speaking in German. This problem of incompetency in German speaking skills exists also in their four-year departmental study at the Faculty of Education. In order to address this problem we design German speaking activities, which are extra-curricular activities. With the help of these activities, we aim to lead Turkish students of German language to speak in the target language, to improve their speaking skills in the target language and to create a stress-free atmosphere and a meaningful learning environment to communicate in the target language. In order to achieve these aims, an ERASMUS+ exchange staff (a German trainee teacher of German as a foreign language), who is from Schwabisch Gmünd University, Germany, conducted out-of-class German speaking activities once a week for three weeks in total. Each speaking activity is lasted for one and a half hour per week. 7 volunteered students of German preparatory language programme attended the speaking activity for three weeks. The activity took place at a cafe in the university campus, that’s the reason, we call it as an out-of-class activity. The content of speaking activity is not related to the topics studied at the units of coursebook, that’s the reason, we call this activity as extra-curricular one. For data collection, three tools are used. A questionnaire, which is an adapted version of Sabo’s questionnaire, is applied to seven volunteers. An interview session is then held with each student on individual basis. The interview questions are developed so as to ask students to expand their answers that are given at the questionnaires. The German trainee teacher wrote fieldnotes, in which the teacher described the activity in the light of her thoughts about what went well and which areas were needed to be improved. The results of questionnaires show that six out of seven students note that such an acitivity must be conducted by a native speaker of German. Four out of seven students emphasize that they like the way that the activities are designed in a learner-centred fashion. All of the students point out that they feel motivated to talk to the trainee teacher in German. Six out of seven students note that the opportunity to communicate in German with the teacher and the peers enable them to improve their speaking skills, the use of grammatical rules and the use of vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Learning%20a%20Foreign%20Language" title="Learning a Foreign Language">Learning a Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=Speaking%20Skills" title=" Speaking Skills"> Speaking Skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Teaching%20German%20as%20a%20Foreign%20Language" title=" Teaching German as a Foreign Language"> Teaching German as a Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkish%20Learners%20of%20German%20Language" title=" Turkish Learners of German Language"> Turkish Learners of German Language</a> </p> <a href="https://publications.waset.org/abstracts/66249/the-views-of-german-preparatory-language-programme-students-about-german-speaking-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9028</span> Strategies for Student Recruitment in Civil Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diogo%20Ribeiro">Diogo Ribeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Teresa%20Neto"> Teresa Neto</a>, <a href="https://publications.waset.org/abstracts/search?q=Ricardo%20Santos"> Ricardo Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Portela"> Maria Portela</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20Trinc%C3%A3o"> Alexandra Trincão</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article describes a set of innovating student recruitment strategies in a 1st cycle course of Civil Engineering, in particular the Civil Engineering Degree from the School of Engineering - Polytechnic of Porto (ISEP-PP). The strategies described were two-fold, targeting, for one, the increment on the number of admissions for the degree’s first year and two, promoting the re-entry of students who, for whatever reason, interrupted their studies. For the first objective, teacher-student binomials were set, whilst for the second, personalized contacts and assistance were provided. The main initiatives were promoted by the team of degree directors and were upheld with the participation and in consonance with the School’s external relations office. These initiatives were put forward as an attempt to minimize the impact of a national and international crisis on the AEC industry when the sustainability of the course was at risk. The implementation of these strategies was assessed on basis of a statistical analysis of the data collected from official sources and by surveys promoted. The results showed that the re-entry boost of former students, attending classes scattered on the three curricular years, secured registrations on some Curricular Units (UC’s) which more than doubled their numbers. Accompanied by a still incipient but regained interest on Civil Engineering it was possible in the short span of three years to reset the number of new students from less than 10 to the currently maximum allowed of 75, and so invert the tendency of an abrupt decline on the total number of students enrolled on the degree. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil%20engineering" title="civil engineering">civil engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring" title=" monitoring"> monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20indicators" title=" performance indicators"> performance indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20recruitment" title=" student recruitment"> student recruitment</a> </p> <a href="https://publications.waset.org/abstracts/80716/strategies-for-student-recruitment-in-civil-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80716.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9027</span> Stimulating Young Children Social Interaction Behaviour through Computer Play Activities: The Role of Teachers and Parents Support</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahani%20Razali">Mahani Razali</a>, <a href="https://publications.waset.org/abstracts/search?q=Nordin%20Mamat"> Nordin Mamat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to explore how computer technology is integrated into pre-school activities and its relationship with children’s social interaction behaviour in pre-school classroom. The major question of interest in the present study is to investigate the social interaction behaviour of children when using computers in the Malaysian pre-school classroom. This research is based on three main objectives which are to identify children`s social interaction during computer play activities, teacher’s role and parent’s participation to develop children`s social interaction. This qualitative study was carried out among 25 pre-school children, three teachers and three parents as the research sample. On the other hand, parent’s support was obtained from their discussions, supervisions and communication at home. The data collection procedures involved structured observation which was to identify social interaction behaviour among pre-school children through computer play activities; as for semi-structured interviews, it was done to study the perception of the teachers and parents on the acquired social interaction behaviour among the children. Besides, documentation analysis method was used as to triangulate acquired information with observations and interviews. In this study, the qualitative data analysis was tabulated in descriptive manner with frequency and percentage format. This study primarily focused on social interaction behaviour elements among the pre-school children. Findings revealed that the children showed positive outcomes on the social interaction behaviour during their computer play. This research summarizes that teacher’s role and parent’s support can improve children`s social interaction behaviour through computer play activities. As a whole, this research highlighted the significance of computer play activities as to stimulate social interaction behavior among the pre-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20development" title=" emotional development"> emotional development</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20support" title=" parent support"> parent support</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a> </p> <a href="https://publications.waset.org/abstracts/53541/stimulating-young-children-social-interaction-behaviour-through-computer-play-activities-the-role-of-teachers-and-parents-support" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9026</span> The Role of Digital Text in School and Vernacular Literacies: Students Digital Practices at Cybercafés in Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guadalupe%20L%C3%B3pez-Bonilla">Guadalupe López-Bonilla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students of all educational levels participate in literacy practices that may involve print or digital media. Scholars from the New Literacy Studies distinguish practices that fulfill institutional purposes such as those established at schools from literate practices aimed at doing other kinds of activities, such as reading instructions in order to play a video game; the first are known as institutional practices while the latter are considered vernacular literacies. When students perform these kinds of activities they engage with print and digital media according to the demands of the task. In this paper, it is aimed to discuss the results of a research project focusing on literacy practices of high school students at 10 urban cybercafés in Mexico. The main objective was to analyze the literacy practices of students performing both school tasks and vernacular literacies. The methodology included a focused ethnography with online and face to face observations of 10 high school students (5 male and 5 female) and interviews after performing each task. In the results, it is presented how students treat texts as open, dynamic and relational artifacts when engaging in vernacular literacies; while texts are conceived as closed, authoritarian and fixed documents when performing school activities. Samples of each type of activity are shown followed by a discussion of the pedagogical implications for improving school literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title="digital literacy">digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=text" title=" text"> text</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20literacy" title=" school literacy"> school literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=vernacular%20practices" title=" vernacular practices"> vernacular practices</a> </p> <a href="https://publications.waset.org/abstracts/69215/the-role-of-digital-text-in-school-and-vernacular-literacies-students-digital-practices-at-cybercafes-in-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9025</span> Gardening as a Contextual Scaffold for Learning: Connecting Community Wisdom for Science and Health Learning through Participatory Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Prasad%20Acharya">Kamal Prasad Acharya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The related literature suggests that teaching and learning science at the basic level community schools in Nepal is based on book recitation. Consequently, the achievement levels and the understanding of basic science concepts is much below the policy expectations. In this context, this study intended to gain perception in the implementation practices of school gardens ‘One Garden One School’ for science learning and to meet the target of sustainable development goals that connects community wisdom regarding school gardening activities (SGAs) for science learning. This Participatory Action Research (PAR) study was done at the action school located in Province 3, Chitwan of Federal Nepal, supported under the NORHED/Rupantaran project. The purpose of the study was to connect the community wisdom related to gardening activities as contextual scaffolds for science learning. For this, in-depth interviews and focus group discussions were applied to collect data which were analyzed using a thematic analysis. Basic level students, science teachers, and parents reported having wonderful experiences such as active and meaningful engagement in school gardening activities for science learning as well as science teachers’ motivation in activity-based science learning. Overall, teachers, students, and parents reported that the school gardening activities have been found to have had positive effects on students’ science learning as they develop basic scientific concepts by connecting community wisdom as a contextual scaffold. It is recommended that the establishment of a school garden is important for science learning in community schools throughout Nepal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contextual%20scaffold" title="contextual scaffold">contextual scaffold</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20wisdom" title=" community wisdom"> community wisdom</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20health%20learning" title=" science and health learning"> science and health learning</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20garden" title=" school garden"> school garden</a> </p> <a href="https://publications.waset.org/abstracts/114512/gardening-as-a-contextual-scaffold-for-learning-connecting-community-wisdom-for-science-and-health-learning-through-participatory-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114512.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9024</span> Current Account on Teaching Psychology and Career Psychology in Portuguese Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sivia%20Amado%20Cordeiro">Sivia Amado Cordeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruna%20Rodrigues"> Bruna Rodrigues</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Do%20Ceu%20Taveira"> Maria Do Ceu Taveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Catia%20Marques"> Catia Marques</a>, <a href="https://publications.waset.org/abstracts/search?q=Iris%20Oliveira"> Iris Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Daniela%20Silva"> Ana Daniela Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo"> Cristina Costa-Lobo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work intends to analyse the teaching of Psychology in Portugal and, particularly, the teaching of Career Psychology, reflecting about the changes that have occurred to date. Were analysed the educational offerings of 31 Portuguese higher education institutions, 12 public and 19 private, who teach the course of Psychology. The three degrees of study were considered, namely, bachelors, masters and doctoral. The analysis of the data focused on the curricular plans of the different degrees of studies in Psychology made available online by higher education institutions. Through them, we identified the curricular units with themes related to the teaching of Career Psychology. The results show the existence of 89 higher psychology courses in Portugal, distributed throughout the three degrees of studies. Concerning to the teaching of Career Psychology there were registered 49 curricular units with themes dedicated to this area of knowledge. There were identified 16 curricular units in the bachelor’s degree, 31 in master’s degree, and two in doctoral degree. It was observed a reduction in the number of degrees in Psychology in the last nine years in Portugal. We discuss the current situation of Psychology teaching, particularly the teaching of Career Psychology. The aim is to stimulate reflection about future perspectives of Psychology teaching, and specifically, specialized training in Psychology of Career, in Portugal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20psychology" title="career psychology">career psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Portugal" title=" Portugal"> Portugal</a> </p> <a href="https://publications.waset.org/abstracts/72737/current-account-on-teaching-psychology-and-career-psychology-in-portuguese-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72737.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9023</span> The Parental Involvement as Predictor of Happiness in School-Aged Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Giedre%20Sirvinskiene">Giedre Sirvinskiene</a>, <a href="https://publications.waset.org/abstracts/search?q=Kastytis%20Smigelskas"> Kastytis Smigelskas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Quality of family relations is an important factor of child development, however, the role of joint family activities on adolescent happiness still needs investigation. The aim of this study is to analyze associations between happiness of school-aged children and parental involvement. The analysis involves Lithuanian data from the cross-sectional Health Behaviour in School Aged Children (HBSC) study. The sample comprised 5730 children aged 11–15 years. Results: The odds of happiness was 2.38 times higher if children were living together with mother (95% CI: 1.81–3.13) and 1.81 times – with father (95% CI: 1.53–2.15). However, the likelihood of happiness was 7.21 times lower if adolescent had difficulties to talk with mother (95% CI: 5.42–9.61) and 6.40 times – with father (95% CI: 4.80–8.56). The joint daily adolescents-parents activities also predict the odds for happiness: joint TV watching by 5.96 times (95% CI: 4.21–8.43), having meals together by 7.02 times (95% CI: 4.77–10.32), going for a walk together 4.30 times (95% CI: 2.96–6.26), visiting places by 6.85 times (95% CI: 4.74–9.90), visiting friends and relatives by 7.13 times (95% CI: 4.87–10.43), sporting by 2.76 (95% CI: 1.83–4.18) as well as discussing various things by 7.35 times (95% CI: 5.50–9.82). Conclusions: Joint parents-adolescents activities and communication are related with greater happiness of adolescent. Though adolescence is a period when the relationships with peers get more importance, the communication and joint activities with parents remain a significant factor of adolescent happiness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescent" title="adolescent">adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=happiness" title=" happiness"> happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=school-age" title=" school-age"> school-age</a> </p> <a href="https://publications.waset.org/abstracts/73402/the-parental-involvement-as-predictor-of-happiness-in-school-aged-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9022</span> Development of Cross Curricular Competences in University Classrooms: Public Speaking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20T.%20Becerra">M. T. Becerra</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Mart%C3%ADn"> F. Martín</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Guti%C3%A9rrez"> P. Gutiérrez</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Cubo"> S. Cubo</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Iglesias"> E. Iglesias</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20S%C3%A1enz%20del%20Castillo"> A. A. Sáenz del Castillo</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Ca%C3%B1amero"> P. Cañamero</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The consolidation of the European Higher Education Area (EHEA) in universities has led to significant changes in student training. This paper, part of a Teaching Innovation Project, starts from new training requirements that are fit within Undergraduate Thesis Project, a subject that culminate student learning. Undergraduate Thesis Project is current assessment system that weigh the student acquired training in university education. Students should develop a range of cross curricular competences such as public presentation of ideas, problems and solutions both orally and writing in Undergraduate Thesis Project. Specifically, we intend with our innovation proposal to provide resources that enable university students from Teacher Degree in Education Faculty of University of Extremadura (Spain) to develop the cross curricular competence of public speaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interaction" title="interaction">interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20speaking" title=" public speaking"> public speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a> </p> <a href="https://publications.waset.org/abstracts/8668/development-of-cross-curricular-competences-in-university-classrooms-public-speaking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">439</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9021</span> Awareness on Department of Education’s Disaster Risk Reduction Management Program at Oriental Mindoro National High School: Basis for Support School DRRM Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nimrod%20Bantigue">Nimrod Bantigue</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Department of Education is continuously providing safe teaching-learning facilities and hazard-free environments to the learners. To achieve this goal, teachers’ awareness of DepEd’s DRRM programs and activities is extremely important; thus, this descriptive correlational quantitative study was conceptualized. This research answered four questions on the profile and level of awareness of the 153 teacher respondents of Oriental Mindoro National High School for the academic year 2018-2019. Stratified proportional sampling was employed, and both descriptive and inferential statistics were utilized to treat data. The findings revealed that the majority of the teachers at OMNHS are female and are in the age bracket of 20-40. Most are married and pursue graduate studies. They have moderate awareness of the Department of Education’s DRRM programs and activities in terms of assessment of risks activities, planning activities, implementation activities during disaster and evaluation and monitoring activities with 3.32, 3.12, 3.40 and 3.31 as computed means, respectively. Further, the result showed a significant relationship between the profile of the respondents such as age, civil status and educational attainment and the level of awareness. On the contrary, sex does not have a significant relationship with the level of awareness. The Support School DRRM program with Utilization Guide on School DRRM Manual was proposed to increase, improve and strengthen the weakest areas of awareness rated in each DRRM activity, such as assessment of risks, planning, and implementation during disasters and monitoring and evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring" title=" monitoring"> monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20reduction" title=" risk reduction"> risk reduction</a> </p> <a href="https://publications.waset.org/abstracts/137228/awareness-on-department-of-educations-disaster-risk-reduction-management-program-at-oriental-mindoro-national-high-school-basis-for-support-school-drrm-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137228.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9020</span> Analysis of the Discursive Dynamics of Preservice Physics Teachers in a Context of Curricular Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20A.%20Barros">M. A. Barros</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20V.%20Barros"> M. V. Barros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this work is to analyze the discursive dynamics of preservice teachers during the implementation of a didactic sequence on topics of Quantum Mechanics for High School. Our research methodology was qualitative, case study type, in which we selected two prospective teachers on the Physics Teacher Training Course of the Sao Carlos Institute of Physics, at the University of Sao Paulo/Brazil. The set of modes of communication analyzed were the intentions and interventions of the teachers, the established communicative approach, the patterns and the contents of the interactions between teachers and students. Data were collected through video recording, interviews and questionnaires conducted before and after an 8 hour mini-course, which was offered to a group of 20 secondary students. As teaching strategy we used an active learning methodology, called: Peer Instruction. The episodes pointed out that both future teachers used interactive dialogic and authoritative communicative approaches to mediate the discussion between peers. In the interactive dialogic dimension the communication pattern was predominantly I-R-F (initiation-response-feedback), in which the future teachers assisted the students in the discussion by providing feedback to their initiations and contributing to the progress of the discussions between peers. Although the interactive dialogic dimension has been preferential during the use of the Peer Instruction method the authoritative communicative approach was also employed. In the authoritative dimension, future teachers used predominantly the type I-R-E (initiation-response-evaluation) communication pattern by asking the students several questions and leading them to the correct answer. Among the main implications the work contributes to the improvement of the practices of future teachers involved in applying active learning methodologies in classroom by identifying the types of communicative approaches and communication patterns used, as well as researches on curriculum innovation in physics in high school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curricular%20innovation" title="curricular innovation">curricular innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20teaching" title=" physics teaching"> physics teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive%20dynamics" title=" discursive dynamics"> discursive dynamics</a> </p> <a href="https://publications.waset.org/abstracts/93218/analysis-of-the-discursive-dynamics-of-preservice-physics-teachers-in-a-context-of-curricular-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93218.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9019</span> Assessing a Potential Conceive Design Implement Operate Curricular Change in an Engineering Degree</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Miranda">L. Miranda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The requirements of the engineering education are nowadays very broad and demand a set of skills which demands not only technical knowledge but also the ability to lead and innovate and personal and interpersonal skills. A framework for the assessment of a potential curricular change is necessary to guide the analysis of the program with respect to the stakeholders and the legislation of the country, in order to develop appropriate learning outcomes. A Conceive-Design-Implement-Operate (CDIO) approach was chosen for an evaluation conducted in a mechanical engineering degree in Brazil. The work consisted in the application of a survey with students and professors and a literature review of the legislation and studies that raised the required competences and skills for the modern engineer. The results show a great potential for a CDIO set of skills in engineering degrees in Brazil and reveal the frequent demands of stakeholders before a curricular change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20change" title="curriculum change">curriculum change</a>, <a href="https://publications.waset.org/abstracts/search?q=conceive%20design%20implement%20operate" title=" conceive design implement operate"> conceive design implement operate</a>, <a href="https://publications.waset.org/abstracts/search?q=accreditation" title=" accreditation"> accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20and%20interpersonal%20skills" title=" personal and interpersonal skills"> personal and interpersonal skills</a> </p> <a href="https://publications.waset.org/abstracts/2687/assessing-a-potential-conceive-design-implement-operate-curricular-change-in-an-engineering-degree" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=other%20curricular%20activities%20of%20R.%20M.%20School&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=other%20curricular%20activities%20of%20R.%20M.%20School&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=other%20curricular%20activities%20of%20R.%20M.%20School&page=4">4</a></li> <li class="page-item"><a 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