Education Policy Outlook - Making Reforms HappenEduSkills OECD
Education Policy Outlook in Brief Looks at education reforms across 34 OECD countries that can touch the lives of more than 150 million students. There are common trends from the more than 450 reforms adopted across countries. With the crisis they are becoming more strategic. Education policy is not only about design. implementation and follow up are vital for success of reforms. The Outlook aims to support policy makers and others to make reform happen that translates into better education in our schools and classrooms
Diversity, Inclusion and the Learning, Speaking Body in the Empty SpaceSusan Hillyard
This presentation explains the development and refinement of the programme English in Action, now established in 20 remedial schools in the City of Buenos Aires, including hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning Body in the Empty Space and the pioneering work of Heathcote’s Educational Drama, will be discussed and some practical activities will be experienced by the participants.
Practical Guide_Unblocking Limits Together (1).pdfEmi10
This is a material created by a team of teachers involved in an Erasmus + project, cofinanced by the European Commission.
It is a guide with practical activities and methods the schools have implemented during this project in their schools.
Ch. 44-1Why Is Socialization Important Around the GlobeLO 1.docxsleeperharwell
Ch. 4
4-1Why Is Socialization Important Around the Globe?
LO 1
Debate the extent to which people would become human beings without adequate socialization.
Socialization is the lifelong process of social interaction through which individuals acquire a self-identity and the physical, mental, and social skills needed for survival in society (Figure 4.1). It is the essential link between the individual and society because it helps us become aware of ourselves as members of the larger groups and organizations of which we are a part. Socialization also helps us to learn how to communicate with other people and to have knowledge of how other people expect us to behave in a variety of social settings. Briefly stated, socialization enables us to develop our human potential and to learn the ways of thinking, talking, and acting that are necessary for social living.
Figure 4.1
The kind of person we become depends greatly on the people who surround us. How will this boy’s life be shaped by his close and warm relationship with his mother?
Christopher Futcher/ iStockphoto.com
When do you think socialization is most important? Socialization is the most crucial during childhood because it is essential for the individual’s survival and for human development. The many people who met the early material and social needs of each of us were central to our establishing our own identity. Can you identify some of the people in your own life who were the most influential in your earliest years of social development? During the first three years of our life, we begin to develop both a unique identity and the ability to manipulate things and to walk. We acquire sophisticated cognitive tools for thinking and for analyzing a wide variety of situations, and we learn effective communication skills. In the process we begin a socialization process that takes place throughout our lives and through which we also have an effect on other people who watch us.
What does socialization do for us beyond the individual level? Socialization is essential for the survival and stability of society. Members of a society must be socialized to support and maintain the existing social structure. From a functionalist perspective, individual conformity to existing norms is not taken for granted; rather, basic individual needs and desires must be balanced against the needs of the social structure. The socialization process is most effective when people conform to the norms of society because they believe that doing so is the best course of action. Socialization enables a society to “reproduce” itself by passing on its culture from one generation to the next.
How does socialization differ across cultures and ways of life? Although the techniques used to teach newcomers the beliefs, values, and rules of behavior are somewhat similar in many nations, the content of socialization differs greatly from society to society. How people walk, talk, eat, make love, and wage war are all functions of the cul.
Chapter 4WHAT DO YOU THINK1. Is the personality of an ind.docxchristinemaritza
Chapter 4
WHAT DO YOU THINK?
1. Is the personality of an individual determined at birth?
2. Are the media today as important in a child’s socialization as the child’s family? Might the media be more important?
3. Do people adjust the presentation of their personalities in interactions in order to leave particular impressions? Might we say that we have different “social selves” that we present in different settings?
p.80
GIRLS, BOYS, AND TOYS
REUTERS/Aly Song
We can find a box (or several boxes) of toys in most U.S. homes with children. Many of us can look back on our childhoods—whether they are a recent or distant memory—and recall a favorite toy. It might have been a smiling doll, a stuffed animal, a hardy truck or tank, or a set of colorful blocks. If we were lucky, we had an array of toys from which to choose our fun. In this chapter, we talk about agents of socialization, that is, the entities (like families, peers, and schools) that teach us the norms, rules, and roles of society. From a sociological perspective, toys are not just toys—rather, they too are agents of socialization, contributing to children’s early ideas of who they are and who they can be in society.
Like other key agents of socialization—families, peers, the media, school, and organized sports, among others—toys may contribute to a child’s sense of socially accepted roles, aspirations for the future, and perceptions of opportunities and limitations. If we as social beings are made not born, as sociologists argue, then toys contribute to the construction of boys and girls in ways that can be both predictable and surprising.
In 2014, two researchers at Oregon State University published a study with some attention-getting results. In this research, 37 girls ages 4 to 7 were each given one of three toys with which to play: a Mrs. Potato Head, a glamorous Barbie doll, or a doctor Barbie doll. After a short period of play, each subject was shown pictures depicting 10 female- and male-dominated professions, like librarian, teacher, and flight attendant (“female” jobs) and pilot, doctor, and firefighter (“male” jobs). With each picture, the subject was asked, “Could you do this job when you grow up?” and “Could a boy do this job when he grows up?” (see Figure 4.1). Notably, girls who played with either of the Barbie dolls identified fewer jobs that they could do than did the girls who played with Mrs. Potato Head—and all of the girls in the study thought that a boy would be able to do a greater number of both the male- and female-dominated jobs (Sherman & Zurbriggen, 2014). Other research has shown that young girls exposed to Barbies express a stronger desire to be thin and have lower body self-esteem than do girls exposed to dolls with more realistic body proportions (Dittmar, Halliwell, & Ive, 2006).
p.81
FIGURE 4.1 Number of Jobs Girls Think They Can Do Better or Worse Than Boys Based on Occupation Type
SOURCE: Sherman, A.M. and Zurbriggen, E.L. (2014). “‘Boys Can B ...
From I Can't to I Can: Multisensory Activities for Inclusive Classrooms 2015Susan Hillyard
In this experiential plenary we will define SEN, explore teachers’ beliefs and teachers’ feelings related to the inclusion of students with different learning difficulties in the English language classroom. The range of anticipated SpLDs will be discussed and a few myths exploded. Finally we will try out some multisensory strategies so that teachers can change the refrain of all from “I can’t” to “I can!!!!”
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. What is SocialisationWhat is Socialisation
Through language socialization, children
learn the behaviours that are culturally
appropriate in their community (Schieffelin
& Ochs, 1986).
3. Children become socially, linguistically
and culturally competent members of their
community through interactions with
caregivers and other more competent
members of their community (Ochs &
Schieffelin, 1984; Schieffelin & Ochs,
1986).
Who develops this?Who develops this?
4. HypothesizeHypothesize
If we are socialized by external forcesIf we are socialized by external forces
(nurture), are there any aspects of our(nurture), are there any aspects of our
social selves that might be in-bornsocial selves that might be in-born
(nature).(nature).
Is our need for human affection a productIs our need for human affection a product
of nature or nurture?of nature or nurture?
What can the monkeys tell us?What can the monkeys tell us?
5. How do we achieve this inHow do we achieve this in
schools?schools?
School Charter +School Charter +
Effective Teacher/Student relationships +Effective Teacher/Student relationships +
Effective Classroom Management +Effective Classroom Management +
Effective Teaching +Effective Teaching +
= Effective Social Climates= Effective Social Climates
6. What are special educationalWhat are special educational
needs?needs?
Some students have needs or disabilitiesSome students have needs or disabilities
that affect their ability socialise. These are:that affect their ability socialise. These are:
Behavioural/social (ie Autism)Behavioural/social (ie Autism)
Reading/writing (ie dyslexia)Reading/writing (ie dyslexia)
Understanding things/concentrating (ieUnderstanding things/concentrating (ie
ADHD)ADHD)
Physical needs or impairmentsPhysical needs or impairments
7. What does the “looking glass” tell us about ourselves?
