Social Development Of Students Research Articles

Educator’s Ethics: Navigating morality in the classroom

Educator ethics is a vital and complex aspect of the education field, encompassing a set of principles and values that guide the professional behavior and decision-making of educators. These ethical standards play a crucial role in shaping the learning environment and ultimately impact the academic, social, and emotional growth of students. Educators are not only responsible for imparting knowledge but also have a significant influence on the overall development and well-being of their students. Thus, understanding and upholding educator ethics is essential for promoting educational excellence and fostering a positive and inclusive learning environment. Educator ethics is a crucial aspect of education that emphasizes on the moral principles and values that guide educators in their professional practice. These ethics are not only essential for creating a positive learning environment but also for promoting the academic, emotional, and social development of students. As role models for students, educators are expected to adhere to a code of conduct that ensures fairness, respect, integrity, and professionalism in their interactions with students, colleagues, and the school community. In this way, educator ethics plays a vital role in shaping the future generation and upholding the standards of education The Importance of a Code of Ethics for Educators As educators, we have a significant impact on the lives of our students. We hold the responsibility of shaping young minds and preparing them for their future. However, with such a crucial role comes great accountability. It is essential for educators to uphold high standards of conduct and professionalism in their profession. This is where a code of ethics for educators comes into play.

Leisure Satisfaction as Predictor of Social Intelligence

One of the professions where social intelligence is significant for improving the quality of education and the social development of students is the teaching profession. In this context, it is important to study leisure satisfaction and the level of social intelligence of teachers in different departments using different parameters. The purpose of this study was to analyze the predictive power of leisure satisfaction on social intelligence. The research group consisted of 283 teachers working in Ankara. The results of the study indicate that both the mean scores for leisure satisfaction and social intelligence differ statistically according to the frequency of teachers’ participation in leisure activities and their preferences. According to correlation analysis, positive and significant relationships were found between leisure satisfaction and social intelligence mean scores. Leisure satisfaction was found to be a significant determinant of teachers’ social intelligence levels according to regression analysis. Consequently, leisure satisfaction and social intelligence were found to increase in teachers who participate more frequently and actively in leisure activities. It was concluded that leisure satisfaction plays a significant role in participants’ social intelligence levels.

The effect of peer bullying on academic achievement: A meta‐analysis study related to results of TIMSS and PIRLS

AbstractFocusing on the variables that can affect both academic achievement and the well‐being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the relationship between these two terms by using TIMSS (The Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) data through the meta‐analysis method. Based on seven international survey data sets from TIMSS (2003, 2007, 2011, and 2015) and PIRLS (2006, 2011, and 2016), the current research has focused on 793 independent findings, including 3,503,005 students in 77 countries. In the analysis process, the mean effect size was measured by using the coefficient of standardized means (Cohen's d) based on the random effect model. In addition, the significance of the moderator variables was calculated by using the Q statistic. The findings of the study revealed that peer bullying had a significant effect on academic achievement, and in this effect, grades of the students and course types played moderator roles, while the culture of the countries was not a moderator. It could be concluded that the effect of peer relationships not only on the social development of students but also on their academic performance should not be ignored.

Role of Teacher in Secondary Level

Teachers at the secondary level play a crucial role in shaping students' academic and personal development. They not only impart subject knowledge but also guide students in developing critical thinking, problem-solving skills, and a strong work ethic. Additionally, teachers serve as mentors, offering support and encouragement during a pivotal stage of adolescent growth. Their ability to create a positive learning environment and foster a passion for learning can significantly influence students' future success. The role of teachers in secondary education is multifaceted and pivotal in shaping the academic, personal, and social development of students during a crucial phase of their lives.Beyond the conventional transmission of knowledge, teachers serve as mentors, guides, and facilitators of holistic growth. They play a key role in cultivating critical thinking skills, fostering a love for learning, and providing guidance on academic and career pathways. Additionally, teachers contribute to the emotional well-being of students, in-still values, and promote essential life skills. Their influence extends beyond the classroom, preparing students for the challenges of adulthood and contributing to the formation of responsible and well-rounded individuals. In secondary education, students undergo a crucial phase of cognitive and emotional development. Teachers at this level must not only impart subject-specific knowledge but also foster critical thinking skills, creativity, and a love for learning. The abstract discusses the importance of creating a supportive and inclusive classroom environment that caters to diverse learning styles and individual needs.

Exploring the Correlation between Peer Attachment and Emotional Regulation in Indonesian Special Needs Education

This study explores the relationship between peer attachment and emotional regulation in high school students at the Special State School in Salatiga, Indonesia, focusing on those with special needs. Utilizing a quantitative approach with a correlational design, the research involved 33 students selected through purposive sampling. The Inventory of Parent and Peer Attachment (IPPA) and the Emotion Regulation Questionnaire (ERQ) were employed as measurement tools. Descriptive statistical analysis indicated that the majority of students exhibited high levels of peer attachment and moderate levels of emotional regulation. A positive correlation (r = 0.625, p<0.01) was found between peer attachment and emotional regulation, suggesting that higher peer attachment is associated with better emotional regulation skills. The study highlights the crucial role of peer relationships in the emotional and social development of students with special needs. Interviews with students revealed a preference for peer communication over family interaction, especially among those with hearing impairments and intellectual disabilities. However, challenges such as the reluctance to interact with people outside their community were noted, particularly among students with hearing impairments. The findings emphasize the need for educational strategies that foster positive peer interactions to enhance emotional well-being. Despite its focus on a single educational setting, the research offers valuable insights into the impact of peer relationships on emotional regulation, underscoring the importance of nurturing these interactions in special education contexts.

The Role of Environmental and Geographical Factors in the Education Process

Throughout history, humans have learned and acquired knowledge from their surroundings. The importance of a suitable and standardized educational environment for effective learning and teaching is widely acknowledged. The educational environment significantly affects students' learning processes, necessitating a thorough understanding of the environmental and geographical factors that impact it. This Research aims to investigate the role of environmental and geographical factors in the educational process. It seeks to explore how these factors influence learning outcomes and analyze the factors contributing to the creation of optimal educational spaces. The research employs a comprehensive methodology to examine the impact of environmental and geographical factors on the educational process. It focuses on studying children's behavioral patterns in educational environments, with particular attention to elements such as classroom size and lighting. The research findings highlight the significance of environmental and geographical factors in shaping the learning process. Specifically, factors like classroom size and lighting have been identified as crucial elements that enhance learning outcomes. The study emphasizes the importance of creating educational environments that cater to learners' needs. By considering environmental and geographical factors, such as classroom size and lighting, educators can design optimal learning spaces. The findings underscore the necessity of improving the structure of education to foster the physical, mental, emotional, and social development of students.

Moral and Social Development of Students: A Content Analysis of Single National Curriculum of English Textbook for Grade V

The textbooks significantly impact how children develop their moral and social values. In light of the student’s social and moral development, the current study examines the content analysis of the grade V English textbook based on the Single National Curriculum (SNC). This study's major purpose is to analyze the Single National Curriculum Grade V English textbook, published by Afaq, for its emphasis on moral and social development. The descriptive research methodology is used for the study. The study explores possible answers to the research question: what factors of SNC's V-grade English textbook contribute to moral and social development? According to the current study, SNC's fifth-grade English textbook contains six key moral and social developmental values.

Investigation of the factors affecting the curriculum fidelity of teachers working at different types of schools


 
 
 
 
 The purpose of this study is to examine the factors affecting the curriculum fidelity of teachers working in different types of school. In the study, case study design from qualitative research designs was used. The participants of the study werre teachers working in primary, secondary and high school types in publice school affiliated to the Ministry of National Education in rural district in a province located in the Northers Anatolia region of Türkiye in the fall semester of the 2022-2023 academic year. The participants was determined by convenient sampling method. The data of the study were obtained through a semi-structured interview form. The research data were analyzed using the thematic analysis method in accordance with qualitative research and findings were determined. While determining the findings, themes and categories were obtained and direct quotations were included to reflect the teachers' opinions. As a result of the research; It was determined that they expressed the opinion that curriculum characteristics, institutional characteristics, student characteristics, geographical conditions, family structure, social development of students, centralized education system, high-stakes tests, and pre-service and in-service training that teachers receive affect teachers' curriculum fidelity.
 
 
 

해외 원조 활동으로서 음악교육 콘텐츠 개발 및 보급 방안 - 우간다를 중심으로 -

Developing educational contents as overseas aid activities at the civilian sectors means creating lesson plans, PPTs, videos, etc. for students in poor countries or underprivileged areas. The development of music- educational contents is meaningful as a way for music education to contribute to the educational equity that the Sustainable Development Goals (SDGs) aim to achieve. In this context, this study aimed to explore the development and distribution of music-educational contents for primary school students in Uganda, one of the developing countries. We focused on local appropriateness in Uganda, emotional and social development of students, and support for teachers' teaching capacity and students' initiative. We developed the 16 sessions of the music education contents based on songs with simple melodies and forms, play activities, alternative instrumental activities using body percussion or surrounding objects, video-centered contents, and specific and step-by-step guidance of the lesson process. In order to distribute and spread the developed music-educational contents, it is necessary to do continuous efforts from a long-term perspective, such as conducting teacher training, forming networks, supporting equipment, and building educational infrastructure.

Content and structure of the technology of organizing the process of physical education of children of middle school age in inclusive classes using table tennis

The purpose of the study was to theoretically substantiate the author's technology, namely, to create favorable conditions for the development of motor skills, coordination of movements, physical abilities, general physical fitness and harmonious physical development of students in inclusive classes. Research methods: analysis of scientific and methodological, specialized literature and Internet sources. As a result of the study, the author's technology for organizing the process of physical education of secondary school students in inclusive classes by means of table tennis was developed, which will serve to form an active and healthy lifestyle of students and develop their abilities in physical education and is based on scientifically based needs for physical activity. Wholet echnologies have been developed that will contribute to the development of motor skills, physical fitness, sportsmanship, social development, and increased motivation for regular physical activity. The tasks of technology that will ensure comprehensive physical development; stimulate interest in physical activities; build sportsmanship; develop team skills and cooperation between students; increase self-esteem and self-confidence; and provide an inclusive environment are highlighted. The basic principles of technology are described that will help to create an effective, inclusive and motivating physical education program for middle school children inclusive classes using table tennis, which will contribute to their comprehensive development and sporting growth. Conclusions. We believe that the use of table tennis equipment in general secondary education institutions in inclusive classes is an effective tool for the comprehensive physical,psychological and social development of students,which will contribute to formation of active and healthy lifestyle of students and development of their abilities in physical education.

Should schools “return to normal”? Mixed outcomes resulting from COVID‐19 in schools

AbstractThe COVID‐19 pandemic dramatically altered practices in the K‐12 education system. Though several studies have documented impacts on students and staff, limited research has explored educators' experiences with these changes. This study addresses this gap using interview data to examine elementary school educators' perspectives. Results suggest that the pandemic facilitated a variety of adaptations in schools that led to outcomes that were primarily negative (student social development and educator stress), mixed (student well‐being and academic achievement; educator support, time demands, and well‐being), or positive (student resilience and flexibility; educator resilience, sense of community, autonomy, and flexibility). This study describes ways in which pandemic‐related changes in schools produced a mix of unfavorable and favorable conditions. An important implication is that rather than aiming for a complete “return to normal,” schools should identify what may have worked better during the pandemic, such as increased social‐emotional learning and individualized instruction, and explore ways in which such changes could be maintained going forward.

Membudayakan Praktik Jual-Beli Sejak Dini dalam Upaya Membentuk Jiwa Kewirausahaan Santri di Dayah Tradisional Aceh

This article discusses the importance of introducing students to buying and selling practices in traditional Acehnese dayah at an early age in order to foster their entrepreneurial spirit. The significance of developing the entrepreneurial spirit of students in traditional Acehnese Islamic boarding schools as a means of enhancing future economic security. The research methodology then employs a descriptive-qualitative approach and the technique of purposive sampling. The findings indicate that entrepreneurship in dayah contributes significantly to the spiritual, academic, and social development of students. Buying and selling is an integral part of the curriculum and daily routine at the Islamic boarding school, allowing students to develop entrepreneurial skills and a competitive mindset. In addition, the practice of buying and selling helps students comprehend ethical principles and business responsibilities. This practice also strengthens the dayah's role as a center for entrepreneurship education, where students can develop business ideas, share knowledge, and work together to overcome obstacles. In conclusion, the practice of buying and selling at an Early childhood child in traditional Acehnese dayah has the potential to increase the entrepreneurial spirit of santri and encourage their participation in community development and regional economic growth. Implementing this practice in traditional Acehnese dayah is an important step in preparing students to face future challenges in the business world with greater preparedness.

Teachers' metaphors about "creative thinking"

The aim of this study is the 21st century, which has an important place in the cognitive, emotional, academic and social development of students. The aim is to reveal the metaphors produced by teachers, who are in the position of gaining creative thinking, one of the learning and innovation skills, about creative thinking. The research was carried out with 10 teachers working in different types and levels of public schools in the Efeler district of Aydın province in the 2022-2023 academic year. In the study, in which the phenomenological approach, one of the qualitative research designs, was used, the participants were asked a question in the semi-structured "creative thinking metaphor interview form" prepared by the researchers and the data obtained were analyzed by content analysis. The metaphors produced by the teachers in the study group about creative thinking were grouped into four categories: "generating original ideas", "problem solving", "rethinking" and "creating an original product".

Examining early learners' perceptions of inclusion: adaptation of the student version of the perceptions of inclusion questionnaire for first- and second-grade students (PIQ-EARLY).

Promoting the emotional and social development of students with and without special needs is a central goal of implementing inclusive education in the school system. The entry into school, and thus into the formal education system, is accompanied by emotions and changes in self-image and social relationships. For assessing emotional inclusion, social inclusion, and academic self-concept, the Perceptions of Inclusion Questionnaire (PIQ) is a widely used instrument. To date, the paper-pencil questionnaire has been used from third through ninth grades but has not yet been used with younger ages. This paper presents an adapted version of the PIQ for first- and second-grade students, which was used on two measurement time occasions (T1, N = 407, MAge = 7.2; T2, N = 613, MAge = 7.6). Information on students' reading and listening comprehension was collected from the class teachers to verify whether the adapted questionnaire can be used for all students with different levels of language competencies. Measurement invariance was demonstrated to be at least scalar for all groups considered in the analyses. Students with higher rankings of reading and listening comprehension skills reported significant higher levels of emotional inclusion and academic self-concept while there were no significant differences in social inclusion. The findings suggest that the PIQ-EARLY is a suitable instrument for assessing self-perceived inclusion in first- and second-grade students. The results also highlight the importance of students' language competencies for adjustment to school in early school years.

Role of Parents and Teachers in the Social Development of Students

This research paper has been carried out to explore the role of teachers and parents in the social development of children and transforming them into potential beings of society with technological support. A technique called "judgmental sampling" or "intentional sampling" was used to choose the sample size of 130 people. The people who took part were the kids' birth parents. A questionnaire was made beforehand to collect information, and the chi-square test was used to determine what it all meant. This study shows how important it is for special educators, trainers, teachers, and psychologists to help children develop academically and socially to become valuable members of society. The training and development of children in a city should use cutting-edge technology and new ways of looking at education to help them grow and succeed in society. Schools are encouraged to give special education teachers seminars, workshops, and courses yearly to help them improve their professional skills. Seminars on awareness and Counseling for parents are also on the list of things that should be required. Parents, teachers, and the general public all need to know more about the problems children face today.

ЗАКОНОМЕРНОСТИ И ПРИНЦИПЫ ФОРМИРОВАНИЯ СТИЛЯ ЖИЗНИ СТУДЕНТОВ ВУЗОВ КУЛЬТУРЫ

The article contains a detailed description of the patterns and principles of the formation of students’ lifestyle of universities of culture of the Russian Federation. The educational and cultural environment of the higher educational institution of the Russian Federation, according to the author, is a complex, multicomponent, constantly changing education depending on the cultural context. This pedagogical phenomenon is a unique form of the existence of students of higher education institutions of culture in the Russian socio-cultural space, where conditions and opportunities for full self-expression of their individuality are created. The author focuses on the educational environment as an important factor in the organization of the socio-cultural space of students of higher education institutions of culture, which is defined for these students as educational and cultural and aimed at creating optimal conditions for the professional formation and social development of students’ personality of higher education institutions of culture in the context of socio-cultural communication. The educational environment of cultural universities contains cross-cultural, organizational-technological, educational-professional and socio-educational components in which students’ lifestyle, life activity and life creation are taught. At the same time, the study of socio-pedagogical support for the formation of students’ lifestyle of higher education institutions of culture by its role in increasing the effectiveness of this process in the educational and cultural environment of higher education institutions of the Russian Federation allowed the author to identify general social and pedagogical, special and specific principles of the formation of the lifestyle of students of higher education institutions of culture.

The reflections of the inclusive student's active participation in out-of-class school activities on social development

It is expected that students with special needs participating in inclusive education will be able to meet their educational needs within the formal education system, spend time with their peers, and integrate with the society in an environment where they can display their interests and talents. Inclusion students are required to participate in some school activities outside the classroom as well as in-class practices and activities that enable their development. In this study, a case study, which is one of the qualitative research designs was used. The active participation of a student with special needs in a total of 18 school activities in the 2021-2022 academic year constitutes the implementation process. After the application, the impressions of the school stakeholders about the student participating in the out-of-class school activities were determined by the interview method. Research data were collected with “Image Records”, “Observation Checklist” and “Mastering Student Evaluation Form” prepared by the researcher. The records obtained during the activity were analyzed descriptively in the categories of developing relationships and taking responsibility. The views of six participants, who were observers of the student's social development, were analyzed descriptively. The findings obtained from the research showed that active participation in out-of-class school activities contributed significantly to the social development of the inclusive student.

Peningkatan Pengetahuan Orangtua tentang Perkembangan Kognitif dan Sosial Peserta Didik di Kelurahan Sepinggan Balikpapan

The purpose of the socialization of student development is to find out about the cognitive development of students and the development of students socially. The socialization was held at Melati Anugerah Indah Housing RT 49, Sepinggan Village, Balikpapan City, East Kalimantan Province. The target/target of the socialization is the residents of Melati Anugerah Indah Housing with the criteria of parents who have elementary school children. The socialization was carried out by conducting interviews, questions and answers and documentation. Technically, the team held a socialization activity in one of the residents' houses. Participants in the socialization included parents with 20 elementary school-aged children. Based on the results of interviews and questions and answers, the results showed that (1) the cognitive development of students is a process of developing knowledge experienced by students related to the ability to think logically in solving a problem faced by students. The knowledge experienced by students can be continuously honed with a continuous process of training and learning both at school and outside of school, with the hope that when students face a new problem, students are able to solve it. (2) the social development of students is the process of developing student interactions with other friends in order to establish kinship and kinship relationships so that students can get along with each other.

Prospects of introduction of the variative module of "sports wrestling" in physical education of schoolchildren

The study on the basis of theoretical analysis and generalization of data from scientific and methodological literature and sources of the Internet information network considered information on the importance of elements of wrestling in physical education of schoolchildren. The main purpose of our study was to study the features of the implementation of a variable module "wrestling" in the physical education of schoolchildren. The main objectives of the study are to analyze the importance of the variable module "Wrestling" in physical education of schoolchildren and to summarize theoretical information on the use of elements of wrestling in the process of physical education of schoolchildren. The paper also emphasizes that wrestling is one of the effective means of physical training of the younger generation, which also has a positive effect on emotional, intellectual and social development of students. The results of the implementation of the variable module "Wrestling" education of students' skills in teamwork, the desire for a healthy lifestyle, learn the rules of "fair play", self-organizing physical activity, respect for the partner, increase self- esteem, increase cognitive activity and motivation, involvement in universal values and ideals of Olympism and their self improvement, development of physical qualities and improvement of physical fitness. Thus, due to its emotionality, wrestling is a means not only of physical development, but also active recreation of schoolchildren.

Content analysis of SNC 5th grade English textbook: Aspect of moral and social development of students

Educational policies as well as documents of curriculum in various countries endorse the social and moral development among learner; as a cross-curriculum aim which is the central goal of educational process. Subjects, like Islamic studies, Languages and Social studies are prerequisite which contributes in Moral as well as Social Development of the pupils. Literature indicated that the textbook plays a vital role in development of Moral and Social values of children. The major aim of current study is to analyze the content related to Moral and Social development in the existing English textbook of Single National Curriculum (SNC) 5th grade published by Punjab Textbook Board (PTBB) to examine its effectiveness. In Qualitative method, Conceptual Content Analysis was used to examine the “Social and Moral Development values” in the existing English textbook of SNC 5th grade. This study focuses on the embedded themes about Social and Moral values in English textbook of 5th grade of Punjab Textbook Board (PTBB), Lahore. The study had to explore possible answers to the following research question: What Moral and Social Development values are included in SNC 5th grade English textbook? Current study concluded that there are twelve main “Moral and Social development values “existing in SNC 5th grade English textbook. On the basis of finding, it is recommended that ‘Social Etiquettes’, ‘Global Concern’, ‘Religious Influence’, ‘Compassion’ and Participatory Citizenship’ values should be adequately incorporated in the content of SNC 5th grade English textbook.