Environmental Education In Schools Research Articles

Академическая недобросовестность студентов технического вуза: масштабы проблемы и пути решения

The article considers the phenomenon of technical students’ academic dishonesty. The paper emphasizes the scale of academic dishonesty among the students and the necessity of integrated efforts of the pedagogical community to solve this problem. The authors empirically prove that the basic factors influencing technical students’ academic dishonesty are the following ones: postmodernist reality; specificity of higher school educational environment that forms a certain attitude to academic dishonesty; learners’ personal characteristics. The authors suggest a new comprehensive approach to the problem solution.

Learning and the school educational environment: prospects for development

Learning and the school educational environment: prospects for development

Preliminary Development and Validation of the School Connectedness Questionnaire

School connectedness is the extent to which a student feels that adults and peers on their school campus care about their overall wellbeing. Students who exhibit high levels of school connectedness are at a reduced risk to engage in health-risk behavior, however students with and without disabilities may experience difficulty with developing high levels of school connectedness. Because of the importance of understanding levels of school connectedness, a scale was developed to measure levels of school connectedness for students in special education and general education in elementary, middle, and high school environments. The scale was developed by administering an initial set of 24 items from a researcher-created 40-item pool to 68 students with emotional and behavior disorders in special education and 132 students in general education. A principal components analysis was then conducted on those data; 10 items were chosen for a final set. The School Connectedness Questionnaire has been shown to exhibit high internal structure validity and moderate internal consistency reliability for both populations.

School Environment and Environmental Education Lecturer’s Job Performance in the University of Calabar, Nigeria

The study investigated the influence of school environment on Environmental Education lecturer’s job performance in the University of Calabar, Nigeria. Using purposive sampling technique, a sample of seventy six (76) lecturers teaching in the department was selected for the study. Five null hypotheses were formulated and 74 using the Pearson Product Moment Correlation Analytic statistical tool at 0.05 significant level and 74 degree of freedom. All the five hypotheses tested (school environment, classrooms, laboratories, libraries and conducive lecturer’s office spaces), showed significant influence on lecturer’s job performance. It was recommended that government and the university administration should make provision for the necessary facilities that will improve the lecturer’s working environment, thereby enhancing their job performance.

Taking stock of environmental education policy in England – the what, the where and the why

Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson’s typologies for environmental improvement and Lucas’ categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards conservative reform framed as technology solutions, where learning is about the environment, rather than for the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers.

Інструменти оцінки шкільного освітнього середовища

This paper is about approaches to the concept of «educational environment» definition in pedagogical theory and modern practices and corresponding models (ecological-personal, communicative-oriented, anthropological-psychological, psycho-didactic, Eco-psychological) of educational environment; tools for assessing the quality of the educational environment, which are actively used by practitioners (vector modeling methodology of the educational environment, SACERS, etc.); criteria developed by various scientific schools, which have positively proved themselves in the world practice (on the example of the model «Friendly Schools for Children»); criteria and indicators for a comprehensive assessment of the effectiveness of using the educational potential of the school environment on the SACERS scales and models of schools, focused on shaping the emotional well-being of the child and his/her involvement; The requirements and criteria developed by the State Education Quality Service of Ukraine to assist the general secondary education institution in building the internal quality assurance system of education and quality of education.

Dimensions of school educational environment in the context of developed curriculum

Dimensions of school educational environment in the context of developed curriculum

Physical Education and health: perspectives for high school

Abstract This study aims to discuss the perspectives of Physical Education for high school regarding health. To this end, a literature review was developed, and a pedagogical work proposal was presented. The literature review sought theoretical subsidies, especially in documents that guide the practice of physical education in school environments, whereas the proposal was constructed from the dialectical pairs presented by Luiz Carlos Freitas (objectives x evaluation and content x methodology). In this study, a proposal was made so that Physical Education can contribute to the training of critical and independent subjects in relation to the opinions they assume. We believe that this proposition can encourage students to reflect on the body and health regarding contemporary precepts of the active and healthy lifestyle, providing an expanded look at body practices and life.

ЛИЧНОСТНОЕ ПРОСТРАНСТВО УЧЕНИКА Управление проектированием и реализацией условий становления

ЛИЧНОСТНОЕ ПРОСТРАНСТВО УЧЕНИКА Управление проектированием и реализацией условий становления

Образовательная среда – территория пребывания школьника

The current situation in secondary education is characterized by the development of various educational institutions, which differ not only in educational programs and curriculum, but also in the conditions for training and educating, which make up the educational environment of modern educational institutions. The importance of studying the processes of forming the educational environment in a modern school is relevant, since the quality of education and upbringing of modern students who spend most of their time in the educational environment of schools will depend on its organization. Studying the problems of organizing the educational environment is also important in the sense that it is the qualitative approach to this process that will determine in the future if it is possible for students to receive high-quality educational services. The influence of the educational environment on the modern student is determined today, first of all, by the students' perception of the educational process, their involvement in the process of its creation and improvement. The effectiveness of the educational environment may also depend on how the student perceives it. So, the educational environment can be an effective means of developing the potential of the student, but if it is an integrated space for the interaction of children and adults (parents, teachers).

НАПРЯЖЕННОСТЬ И ЭМОЦИОНАЛЬНОСТЬ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ СОВРЕМЕННОЙ ШКОЛЫ: РЕЗУЛЬТАТЫ ИССЛЕДОВАНИЯ В КРАСНОЯРСКОМ КРАЕ

The article discusses the materials of the sociological study of the educational environment of schools in the Krasnoyarsk region, conducted as part of the interregional research «Psychological comfort of education in modern rural school». Based on the theoretical analysis, the authors highlight two characteristics of the school environment, which have significant impact on the psychological health of schoolchildren and the success of education: tension and emotionality. The study found out quite serious differences in the assessment of the importance of educational parameters by different participants in the educational process: schoolchildren, parents and teachers. In general, all participants in the educational process highly appreciate the tension of the educational environment of schools; and there were no significant differences in the assessment of this parameter between rural and urban schools. According to the participants of the educational process, the school creates the necessary conditions for the development of different abilities of students, development of life skills. The emotional environment of the schools was also well received by all respondents. The most appreciated one is the potential for the development of educational activity, relationship with students, preservation of the personal dignity of students. However, many students note a high level of insecurity from the possible threat of insults, coercion to undesirable actions, from ill-will and insults from teachers and classmates. This requires the development of special measures to prevent bullying, improve the psychological culture of teachers, and design the educational environment of schools.

EDUCAÇÃO AMBIENTAL CRÍTICA E A PEDAGOGIA HISTÓRICO-CRÍTICA: REFLEXÕES A PARTIR DO GRUPO DE PESQUISA EM EDUCAÇÃO AMBIENTAL – GPEA/UNESP

In view of the concern with the insertion of critical environmental education in school, we seek theoretical-methodological contributions in critical historical pedagogy. In this sense, this article will address theoretical reflections that are born within the “Grupo de Pesquisa em Educação Ambiental” - Unesp-Bauru and that were issued during the 1st Symposium on Dialectical Historical Materialism and Research on Science Education and Environmental Education. Thus, we approach the question of the content of critical environmental education from the curriculum design of critical historical pedagogy. Despite the question of the content and form of Environmental Education being present since its origins, we understand that the indepth debate on what should be its content in the school context is still absent. In this sense, assuming the school insertion of critical Environmental Education as the core of the curriculum is a way to overcome its limitations in theory and practice for the human formation necessary for social transformation.

СОДЕРЖАНИЕ ПРОЦЕССА ФОРМИРОВАНИЯ СОЦИАЛЬНОЙ КОМПЕТЕНТНОСТИ СТАРШЕКЛАССНИКОВ

Social competence of senior school students serves as their integrative characteristic and acts as the result of education. The formation of social competence in senior students is realized in the school educational environment by means of solving social problems of personal, public and life-futurological content. School educational environment incorporates definite zones which act as incentives to motivate and involve students into the activity of formulating and solving social problems.

On Cultivating Learning Autonomy of English Major Students in China

Learning autonomy is a hot research topic in the field of foreign language education in recent years. It emphasizes that learners should learn to manage their own learning process in order to improve their autonomous learning ability. Even though scholars have different understandings about learner autonomy, they all agree that promoting learner autonomy is an important goal of foreign language education. For English major students in China, there is a great necessity to cultivate their learning autonomy due to the rapid development of information society, the goal of modern foreign language education, the particularity of language learning, and even the individual differences between language learners. However, the status quo of Chinese English major students’ learning autonomy is worrying. They not only lack the awareness of learning autonomy, but also lack the abilities of interaction and cooperation. Furthermore, they have a poor use of language learning strategies and poor abstract thinking ability and self-control. Based on the necessity and status quo of English major students’ learning autonomy in China, this paper puts forward many measures for cultivating English majors’ autonomous learning abilities. From the perspective of school education system and environment, measures like giving English teachers greater autonomy in teaching, the reform of graded teaching for English majors, and establishing autonomous learning centers for English major students are recommended. From the perspective of teachers and classroom teaching, the measures include improvement of English teachers’ awareness of learning autonomy, the change of English classroom teaching model, and guidance and training of systematic learning strategies. From the perspective of students and extracurricular learning, the following measures can be taken, which are strengthening of students’ awareness of being independent, effective use of various learning resources and cooperative learning, and being a reflective learner.

Исследование учебной мотивации первоклассников в различных образовательных средах

We present results of our study, the purpose of which was to find out the connection between the sociocultural components of the school educational environment and the first-graders' learning motivation. Our hypothesis is that the first-graders' learning motivation in a school with a communication-oriented model of the educational environment differs from that of first-graders in schools without communicative orientation. Using the techniques ‘Me at school’, ‘Six stories’ and ‘Let’s talk about school’ we surveyed 180 first-graders at two elementary Moscow schools: 126 children at school with a communicate-oriented model of the educational environment and 54 children at school without such orientation. The results revealed differences in the first-graders' learning motivation at schools with different models of the educational environment. The majority of the first graders at the school with a communicative-oriented model had pronounced social and learning motives and showed high levels of learning motivation. As for the school without communicative orientation, about a half of the first graders displayed motives of high achievements (to occupy a high status position in the future and get high marks) and had an average level of learning motivation.

Educational environment amid COVID-19 pandemic: new security challenges

Background. of the article is determined by the need to study educational processes and the educational environment in the situation of the COVID-19 pandemic in particular. The objective of the study is to analyze the characteristics of the educational environment determined by the conditions of the COVID-19 pandemic and the requirements of self-isolation and distance learning, as well as psychological threats to the safety of the educational environment in these new conditions. Design A study of to the security of the educational environment in a pandemic was conducted. These threats were identified in an exploratory study in the first month of the self-isolation regime (April 2020). We analyzed information provided by junior psychology university students (n = 31); teachers (n = 19) and psychologists of Moscow schools (n = 6); schoolchildren – pupils of 5–7 grades (n = 76) and parents of schoolchildren (n = 18). All information was collected remotely, provided on condition of anonymity and voluntariness. Discourse processing was carried out by the method of content analysis and thematic analysis with subsequent expert assessment. The chosen methodological plan of qualitative research allowed the use of individual experiences as indicators of mass consciousness for the analysis of collective states. Results. It was revealed that the current situation created by the COVID-19 pandemic significantly changes the concept of «educational environment». The traditional characteristics of the school educational environment are complemented by factors resulting from the process of “expansion” and “shift” of the educational environment, on the one hand from the school environment to the home environment, and on the other hand from the offline format to the online format. The following new perspectives of the educational environment security defined by the situation of self-isolation are highlighted: distance learning; stay in a home environment, diminishing of direct communication; intensification of communication in the network; forced interaction with the immediate environment; the need to coordinate interaction between teachers and parents; the importance of Internet communication; dynamic processes in the family as in a small group, etc. Situations linked to the dynamics of family and interpersonal relationships, health, the physical environment at home, and the online format of the educational process cause the most important emotions in all participants of the educational process during self-isolation. Conclusions. The program of activities of the educational support service in the school environment should be supplemented with experience and new practices of life in isolation. In a situation of «expanded» educational space and distance learning, educational policy is obliged, while leaving school a priority, to take into account the emergence of new priority subjects in the educational environment that require attention.

Виховання творчої самодіяльності в духовно збагаченому оcвітньому середовищі школи

Виховання творчої самодіяльності в духовно збагаченому оcвітньому середовищі школи

형평성 관련 비형식 과학 학습 및 교육 연구 경향 탐색 : 네트워크 분석법의 다학제적 적용

형평성 관련 비형식 과학 학습 및 교육 연구 경향 탐색 : 네트워크 분석법의 다학제적 적용

Lowland Slovak youth literature and its interpretational and educational aspects (within and outside the school)

Abstract An integral part of the Slovak cultural context is also Lowland Slovak literature, which includes certain areas of Hungary, Romania and Serbia. The paper outlines the partial development of Slovak youth literature in these regions. It gradually characterizes the most important aspects of diachrony of this segment of writing (in a certain chronotope that is bound to selected prototexts). Based on objective-subjective interpretations of three emblematic works of this context, it highlights - as a certain typology - not only the general / universal, but also the specific / particular (that is particularly relevant to the context) in intra- and intercultural relations. It accentuates the literary tradition, which is still a useful source of realistic short stories and novels for child percipients in these diasporas. It also traditionally and innovatively points out the typical features of teaching in individual national-minority schools in the mentioned countries. Methodologically (but also practically) it is, of course, based, on thematic, motif related, etc. aspects of the analyzed (selected) works and their possible reflection in school education and learning environment. Finally, the use of language / features / motifs / aspects / procedures is concretized in specific conditions outside the physical boundaries of the homeland as a kind of perspective on the correlation of the difficult process of cultural education itself.

ОБРАЗОВАТЕЛЬНАЯ СРЕДА ВУЗА В СОЦИОКУЛЬТУРНОЙ АДАПТАЦИИ ИНОСТРАННЫХ СТУДЕНТОВ

For the first time, the article theoretically justifies the system of sociocultural adaptation of foreign students in higher school educational environment. The author describes forms of work with foreign students implemented by the teachers of the Department of Russian as a Foreign Language, ambassadors of the Russian language and volunteers in innovation parks and within the linguistic project “International Agency ‘Slovo’ (Word)” in Petrozavodsk State University. The developed series of public events allows foreign students to adapt successfully to new educational environment.