Download or read book Educaci n en igualdad Preliminary intervention model written by and published by Ministerio de Educación. This book was released on with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Plurales Educaci n en Igualdad written by and published by . This book was released on 2015 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Plurales A course on gender equality written by and published by Ministerio de Educación. This book was released on 2014 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Material que pretende sensibilizar al profesorado sobre la importancia de la educación en igualdad. Para ello se tratan diferentes aspectos : la importancia del uso del lenguaje y la utilización de un lenguaje no sexista en clase ; el papel de las mujeres en los libros de texto: (lenguaje, imágenes y contenidos); el uso de herramientas y conocimientos básicos para trabajar la corresponsabilidad y la prevención de violencia en el centro educativo y, por último, la elaboración del Plan de Igualdad del Centro.

Download or read book The Effectiveness of Early Intervention written by Michael J. Guralnick and published by . This book was released on 1997 with total page 694 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summarizes and interprets the latest research and program outcomes in early intervention, for professionals in fields including ECE, developmental psychology, physical therapy, speech-language pathology, and pediatrics, as well as graduate students and policymakers. Contains sections on preventive i

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 974 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Orange Economy written by Inter American Development Bank and published by Inter-American Development Bank. This book was released on 2013-10-01 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: This manual has been designed and written with the purpose of introducing key concepts and areas of debate around the "creative economy", a valuable development opportunity that Latin America, the Caribbean and the world at large cannot afford to miss. The creative economy, which we call the "Orange Economy" in this book (you'll see why), encompasses the immense wealth of talent, intellectual property, interconnectedness, and, of course, cultural heritage of the Latin American and Caribbean region (and indeed, every region). At the end of this manual, you will have the knowledge base necessary to understand and explain what the Orange Economy is and why it is so important. You will also acquire the analytical tools needed to take better advantage of opportunities across the arts, heritage, media, and creative services.

Download or read book OECD Development Pathways Multi dimensional Review of Uruguay Volume 1 Initial Assessment written by OECD and published by OECD Publishing. This book was released on 2014-08-14 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: This first volume of OECD's multidimensional review presents an initial assessment and finds that Uruguay has benefited from a favourable economic context over the last decade, but faces significant challenges.

Download or read book The Identity of Education Professionals written by Carles Monereo and published by IAP. This book was released on 2022-02-01 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work. This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).

Download or read book Education and Knowledge written by United Nations. Economic Commission for Latin America and the Caribbean and published by Santiago, Chile : Economic Commission for Latin America and the Caribbean : Regional Office for Education in Latin America and the Caribbean. This book was released on 1992 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Private Education and Public Policy in Latin America written by Laurence Wolff and published by Partnership for Educational Revitalization in Americas (Preal). This book was released on 2005 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Examines the relationship between private education and public policy in Latin America by combining conceptual analysis with empirical research, and incorporating case studies from Argentina, Chile, Colombia, Guatemala, Peru, and Venezuela"--Provided by publisher.

Download or read book Unesco List of Documents and Publications written by Unesco and published by . This book was released on 1981 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book UNESCO science report written by UNESCO and published by UNESCO Publishing. This book was released on 2015-11-09 with total page 818 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are fewer grounds today than in the past to deplore a North‑South divide in research and innovation. This is one of the key findings of the UNESCO Science Report: towards 2030. A large number of countries are now incorporating science, technology and innovation in their national development agenda, in order to make their economies less reliant on raw materials and more rooted in knowledge. Most research and development (R&D) is taking place in high-income countries, but innovation of some kind is now occurring across the full spectrum of income levels according to the first survey of manufacturing companies in 65 countries conducted by the UNESCO Institute for Statistics and summarized in this report. For many lower-income countries, sustainable development has become an integral part of their national development plans for the next 10–20 years. Among higher-income countries, a firm commitment to sustainable development is often coupled with the desire to maintain competitiveness in global markets that are increasingly leaning towards ‘green’ technologies. The quest for clean energy and greater energy efficiency now figures among the research priorities of numerous countries. Written by more than 50 experts who are each covering the country or region from which they hail, the UNESCO Science Report: towards 2030 provides more country-level information than ever before. The trends and developments in science, technology and innovation policy and governance between 2009 and mid-2015 described here provide essential baseline information on the concerns and priorities of countries that could orient the implementation and drive the assessment of the 2030 Agenda for Sustainable Development in the years to come.

Download or read book Response to Intervention written by James P. Clark and published by . This book was released on 2010 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed as both a training manual and a practical reference, with contributions by seasoned academics and practitioners with extensive experience developing and practicing in RtI systems, this one-of-a-kind guide operationalizes this crucial service delivery framework. It highlights the importance of data-based decision making and offers concrete guidelines for collecting, analyzing, and displaying data.

Download or read book Understanding School Transition written by Jennifer Symonds and published by Routledge. This book was released on 2015-05-15 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: School transition is a life changing event for children - they are rarely faced with such a powerful set of personal and social changes. These underpin the immediate and longer term wellbeing of children, peer groups, teachers and schools. Understanding School Transition provides a most comprehensive, international review of this important area, complete with practical advice on what practitioners can do to support children’s wellbeing, motivation and achievement. Offering an accessible introduction to children’s psychology at transition, Understanding School Transition explores transition as a status passage, what we really mean by wellbeing, and the ways in which children adapt to new environments. Key chapters focus on: Understanding stress and anxiety Children’s hopes, fears and myths at transition Parents’ and teachers’ influence and role Children’s relationships with peers as they change schools Children’s personal and collective identities Motivation, engagement and achievement Supporting the most vulnerable children Crucially, it advises how you can help children through implementing transition interventions and evaluating their success in your own school. Illustrated by case studies of experiences in real schools, Understanding School Transition will be essential reading for all training and practising teachers, as well as transition and subject specialists, who want to better understand and influence what happens to children at this critical stage.

Download or read book Truancy Prevention and Intervention written by Lynn Bye and published by Oxford University Press. This book was released on 2010-05-07 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical guide covers best practices in truancy at the community, school, and student/family levels of interventions, providing an essential everyday reference guide to research-based programs and truancy program implementation.

Download or read book Participation and ICT written by Moa Yngve and published by Linköping University Electronic Press. This book was released on 2020-12-14 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduction: The use of information and communication technology (ICT) has been highlighted over the past 20 years as a promising accommodation to improve participation in school activities among students with special educational needs (SEN). However, evidence is still needed. In addition, little attention has been given to students opportunities for participation in school activities, their need for and access to support in school activities among students with SEN in upper secondary education. Aim: The overall aim of this thesis was to increase knowledge about the participation in school activities of students with special educational needs in regular upper secondary education before and after they received an ICT intervention, and subsequently their participation in productive occupations. Methods: This thesis comprises four studies in which secondary data from a sample of students with SEN in upper secondary education that had received an ICT intervention was used. Secondary data of students was retrieved from two intervention projects in which school personnel identified students with SEN based on the following criteria: difficulties in achieving educational goals, or completing school assignments and/or high levels of school absence. The first study included secondary data for 509 students with SEN who had given written informed consent to participate in the research. Of these, about forty percent did not have any educational support at inclusion. Based on the pool of 509 students, study-specific criteria was applied in three successive studies. Study I was a psychometric evaluation of the assessment instrument the School Setting Interview (SSI), which measures the student–environment fit and identifies students’ potential need for support in 16 school activities. Rasch analysis was used to examine the targeting, model fit, functioning of items and response categories, and unidimensionality of the SSI scale. Study II used descriptive statistics to examine the perceived need for, and access to, support in school activities among 484 students. In addition, a logistic regression analysis was applied to identify factors associated with students who perceived a need for support in school activities to the highest extent. In study III, the influence of an individualised ICT intervention on participation in school activities was evaluated among 300 students with SEN. Descriptive statistics were used to analyse students SSI assessments before and after the intervention, their school attendance, and pass grades. A Wilcoxon’s signed-rank test and a t-test investigated differences in support needs and the interval measure of student–environment fit, generated via Rasch analysis, before and after the ICT intervention. Chi-square analyses and t-tests were performed to investigate differences between students who had and had not achieved a significant improvement in student–environment fit after the intervention. Study IV applied an embedded mixed-methods approach. Participants who had agreed during study III to be contacted one year after upper secondary education (n = 244) received a questionnaire to investigate their participation in productive occupations. Eighty-one answered the questionnaire. In addition, 20 participated in a semi-structured interview using the Swedish version of the Worker Role Interview (WRI) to investigate their perceived work ability. Data from the questionnaire and the participants’ WRI ratings were analysed using descriptive statistics, and group comparisons were performed between participants who were and were not established in productive occupations. Written notes from the WRI rating forms were analysed using a deductive content analysis. Findings: The students with SEN perceived a need for support in several school activities (Mdn 7) and were rarely satisfied with the support that the school had provided (study II). It was demonstrated that the academic school activities: Remember things, Write, Do homework, Read and Take exams, in which more than two-thirds of the students perceived a need for support, were in need of most improvements to promote students’ participation. Study II further showed that students with a high level of school absence, enrolled in a vocational programme or with a neuropsychiatric disorder were those who perceived the greatest need for support in school activities. The psychometric evaluation of the SSI in study I provided support for the construct validity of the SSI for measuring the student–environment fit among students with SEN in upper secondary education. Furthermore, the analysis revealed that the rating categories of the scale did not function as intended which led to a post hoc categorisation of items with disordered thresholds in Study III in order to obtain reliable measurements of student– environment fit before and after the ICT intervention. Study III showed that an individualised ICT intervention, including computer, tablet and/or smartphone with software, and services to use the ICT as support in school activities, increased the student–environment fit. After the intervention, the decrease in students’ support needs and improved student–environment fit were found to be statistically significant with large effect sizes. Just over half of the students had increased or maintained their school attendance and obtained pass grades in all the courses in which they were enrolled in English, Mathematics and Swedish. The ICT intervention proved to be most beneficial for students who experienced fewer than the median number of support needs in school activities (Mdn 6), who had been without previous support in school and for students with pass grades. One year after upper secondary education, almost two-thirds (63%) of the participating 81 former students with SEN were either working or enrolled in further studies. The group that was established in work or further studies had obtained pass grades in all subjects to a greater extent and had received time-assisting ICT to a lesser extent during the intervention in their upper secondary education than the group that was not established (study IV). The former students with SEN believed in their work ability and were optimistic and motivated about future work or studies. During the process of finding and obtaining a productive role as an employee or student, the participants perceived social support from friends and family. Conclusion: This thesis demonstrated restricted participation in several school activities among the students with SEN in upper secondary education and students were rarely satisfied with the support that the school had provided. Findings indicated that the academic school activities: Remember things, Write, Do homework, Read and Take exams were in need of most improvements to promote participation among students with SEN. Attention should also be given to identifying the need for support in school activities among students with a high level of school absence, enrolled in vocational programmes or with a neuropsychiatric disorder. In this process, the SSI can be used as a valid assessment instrument. An individualised ICT intervention has the potential to provide students with SEN better opportunities to participate in school activities. Findings also indicated that the former upper secondary school students with SEN who had received an individualised ICT intervention had belief in their work ability. Bakgrund: En godkänd gymnasieexamen är ofta en förutsättning för ungdomars möjlighet att etablera sig på arbetsmarknaden eller för att studera vidare. Ungdomar som inte lyckas etablera sig i arbete eller vidare studier löper ökad risk för ohälsa. Gymnasieelever som har behov av stöd i skolaktiviteter tar i lägre utsträckning gymnasieexamen. Elever som av olika anledningar har svårt att nå kunskapsmålen är berättigade adekvata stödinsatser för att stimulera deras lärande och utveckling. Kunskapen om gymnasieelevers behov av och tillgång till stöd i skolaktiviteter är dock begränsad. Dessutom saknas det valida och reliabla bedömningsinstrument för att identifiera elevers behov av stöd i skolaktiviteter och för att utvärdera stödinsatser som syftar till att öka elevers möjlighet till aktivitet och delaktighet. Informations- och kommunikationsteknik (IKT) har under de senaste 20 åren lyfts fram som en möjlig och lovande stödinsats för att möjliggöra ökad delaktighet i skolaktiviteter och ge elever i behov av stöd bättre förutsättningar att nå kunskapsmålen. Forskning saknas dock kring vilken påverkan användning av IKT i skolaktiviteter kan ha för elevers delaktighet. Dessutom efterfrågas longitudinell uppföljning av deltagande i arbete och vidare studier bland elever som erhållit stödinsatser under sin gymnasieutbildning. Syfte: Det övergripande syftet med denna avhandling var att öka kunskapen om delaktighet i skolaktiviteter för gymnasieelever i behov av stöd innan och efter de erhöll en IKT-intervention, och sedermera elevernas deltagande i arbete och vidare studier. Metod: Avhandlingen består av fyra delstudier där undersökningsgruppen utgörs av gymnasieelever i behov av stöd som sedan tidigare deltagit i två interventionsprojekt. I projekten blev eleverna identifierade av skolpersonal utifrån deras svårigheter att nå utbildningsmål, genomföra skoluppgifter och/eller hade hög skolfrånvaro. Eleverna erhöll en IKT-intervention som stöd i skolaktiviteter. I avhandlingens första studie inkluderades sekundärdata för 509 elever i behov av stöd som gett skriftligt informerat samtycke till att delta i forskning. Av dessa hade cirka 40% inte erhållit något stöd i skolan sedan tidigare. Dessa 509 elever utgör basen för de efterföljande tre studierna som tillämpade studiespecifika kriterier. Studie I var en psykometrisk prövning av bedömningsinstrumentet Bedömning av Anpassningar i Skolmiljön (BAS). BAS syftar till att undersöka i vilken grad förutsättningarna i 16 vanliga skolaktiviteter överensstämmer med elevens förutsättningar (student–environment fit), och identifierar elevens eventuella behov av stöd i skolaktiviteter. Data analyserades med Rasch-analys för att undersöka hur väl BAS fångar målgruppens behov av stödinsatser i skolaktiviteter, hur ingående variabler och skattningsskalan fungerar samt huruvida BAS mäter det som instrumentet avser att mäta. I studie II användes deskriptiv statistik för att undersöka 484 elevers upplevda behov av stöd i skolaktiviteter och deras tillgång till adekvat stöd för kunna delta i skolaktiviteter. Dessutom tillämpades en logistisk regressionsanalys för att identifiera faktorer som var associerade med elever som upplevde behov av stöd i många skolaktiviteter. Studie III syftade till att undersöka om en individuellt utformad IKTintervention inverkade på 300 elevers delaktighet i skolaktiviteter. Deskriptiv statistik användes för att analysera elevernas BAS-bedömningar före och efter intervention, deras skolnärvaro och godkända betyg. Skillnad i antal upplevda behov innan och efter intervention undersöktes med Wilcoxons teckenrangtest. T-test genomfördes för att jämföra elevernas student– environment fit, genererad via Rasch-analys, före och efter intervention. Chi-två-test och t-test genomfördes för att undersöka skillnader mellan elever som hade, och inte hade, uppnått en statistiskt signifikant förbättrad student–environment fit. I studie IV kontaktades 244 deltagare, som i studie III accepterat uppföljning ett år efter gymnasiet, i syfte att undersöka deras deltagande i arbete och vidare studier samt deras upplevda arbetsförmåga. Data samlades in via ett frågeformulär (n=81) och semistrukturerade intervjuer (n=20) där den svenska versionen av instrumentet the Worker Role Interview (WRI) användes. Formulärdata och deltagarnas WRI-skattning analyserades med deskriptiv statistik och gruppjämförelser genomfördes mellan deltagare som var och inte var etablerade i arbete eller eftergymnasiala studier. Skriftliga anteckningar från de 20 WRI-sammanställningsblanketterna analyserades med en teoriguidad (deduktiv) innehållsanalys. Resultat: Eleverna upplevde behov av stöd i flertalet skolaktiviteter (median= 7) och bristfällig tillgång till tillfredsställande stödinsatser (studie II). Mer än två tredjedelar av eleverna upplevde behov av stöd inom akademiska skolaktiviteter: Komma ihåg saker, Skriva, Göra läxor, Läsa och Göra prov. I dessa skolaktiviteter hade endast en liten andel elever (4-24%) erhållit stödinsatser som de ansåg var tillfredsställande och majoriteten hade inte erhållit något stöd alls. Studie II visade att hög skolfrånvaro, att gå ett yrkesinriktat gymnasieprogram eller att ha en neuropsykiatrisk diagnos var associerat med att uppleva behov av stöd i många skolaktiviteter. Den psykometriska prövningen av BAS visade att bedömningsinstrumentet uppvisade validitet för att mäta student–environment fit bland gymnasieelever i behov av stöd. Vidare upptäcktes att skattningsskalans kategorier inte fungerade som tänkt, vilket ledde till en bearbetning av kategorierna i studie III för att erhålla reliabla mätningar av student–environment fit före och efter IKT-interventionen. Studie III visade att en individuellt utformad IKT-intervention, innehållandes dator, surfplatta och/eller smart telefon med anpassade mjukvaror och stöd för att använda tekniken i skolaktiviteter, ökade elevernas student– environment fit. Efter interventionen upplevde de 300 eleverna statistiskt signifikant färre behov av stöd i skolaktiviteter och statistiskt signifikant högre student–environment fit. Drygt hälften av eleverna hade ökat eller bibehållit sin skolnärvaro och fått godkända betyg i samtliga kurser i engelska, matematik och svenska. IKT-interventionen visade sig vara mest fördelaktig för elever som upplevde något färre antal behov av stöd i skolaktiviteter, som inte hade stöd i skolan innan IKT-interventionen och för elever med godkända betyg. Ett år efter gymnasiet hade nästan två tredjedelar (63%) av de deltagande 81 före detta eleverna etablerat sig i arbete eller vidare studier. Gruppen som etablerat sig i arbete eller vidare studier hade i större utsträckning godkända betyg och hade i mindre utsträckning erhållit tidsassisterande IKT under gymnasiet. I den kvalitativa analysen framkom att de före detta eleverna hade tro på sin arbetsförmåga, de var optimistiska och motiverade i relation till framtida arbete eller studier. De upplevde att de hade stöd från vänner och familj i processen att etablera sig i en produktiv roll och i att upprätthålla den. Slutsats: Avhandlingen visade att gymnasieelever i behov av stöd upplever begränsad delaktighet i flertalet skolaktiviteter och att de sällan har erhållit anpassningar som de är nöjda med. Resultaten indikerade att skolmiljön främst i akademiska skolaktiviteter behöver förbättras för att främja delaktighet bland gymnasieelever i behov av stöd. Behov av stödinsatser var störst bland elever med hög skolfrånvaro, i yrkesinriktade program eller med neuropsykiatrisk diagnos. Dessa elevers behov av stöd bör uppmärksammas och utredas. I enlighet med avhandlingens fynd kan BAS användas för att ta fram valid information om behov av stöd i skolaktiviteter, varpå stödinsatser kan planeras och utvärderas för att öka elevers delaktighet i skolaktiviteter. Avhandlingen visade att en individuellt utformad IKTintervention kan öka delaktigheten i skolaktiviteter för elever i behov av stöd i gymnasieskolan. Resultaten indikerade också att elever som upplevt behov av stöd i gymnasieskolan och som erhållit en IKT-intervention hade tro på sin arbetsförmåga.

Download or read book Teacher Education for Inclusion written by Chris Forlin and published by Taylor & Francis. This book was released on 2010 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools around the world. The book considers themes including social and political challenges regarding teacher education, and innovative approaches to teacher training.