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Copyright of Revue Universitaire des Sciences Humaines et Sociales is the property of University of Kasdi Merbah Ouargla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT: Under the perspective guided by Darnton (1986), this article aims to capture the interpretations made by Ataliba Antonio de Oliveira about the new school movement. It is about a teacher from São Paulo who followed and resisted closely and from within the onslaughts and attempts at pedagogical renewal in progress in the São Paulo school system. By writing more than two hundred chronicles, interpreting among other themes the initiatives of the Escolanovistas in São Paulo, Ataliba de Oliveira pointed out the errors that characterized “the failure of new school reform”. After inventorying and analyzing these chronicles, this article intends to answer the question: How did Ataliba de Oliveira interpret the new school movement and the tentatives of inserting this pedagogical doctrine in the Paulista school apparatus between 1930 and 1940? The comparative logical structures the most of the chronicles, and through them, are revealed his most scathing criticism to the reform, the reformers, and the educational consequences of those actions. He also revealed the patterns that he intended to preserve. Taken together, the chronicles of Ataliba de Oliveira made up the interpretation that “the failure of new school reform” occurred because its apologists did not consider the data and situations of the Paulista school reality, nor the conditions faced by teachers and students in the educational task.

This article covers the history of the school education system in Bukhara (late 19th -early 20th centuries). In the emirate of Bukhara, the issues of traditional schools, Tatar schools, new method schools, Russian-tuzem schools are covered in detail. The issues of school buildings, their maintenance, lessons and textbooks of this period, salaries and benefits that teachers were given to them, material condition and maintenance of teachers and students were described. Information about classrooms, classrooms, classes taught, subjects and sciences, examination processes is described. The article presents the views of the enlightened jadids on school issues. Information is given on the enlighteners who opened the new method schools. Issues of reformism in school education are covered in every possible way.

Copyright of Nodos y Nudos is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Humanities & Social Sciences is the property of Premier Publishing s.r.o. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper draws a well-argued parallel between modernism and integrated traditionalism, highlighting the appropriate methods which are used in the two spheres. We highlight the advantages of content integration, on the one hand, and, on the other hand, the advantages of traditionalism. The conclusions drawn are the basis of the concepts of interdisciplinarity stated above and develop a series of theories in the field of terminology. [ABSTRACT FROM AUTHOR]

The article addresses the thinking of John Dewey (1859-1952), American educator and philosopher of the 20th century, highlighting his contributions and contradictions. The approach, eminently qualitative, is a bibliographic research, defining, as its goal, as an explanatory research. In this sense, it revisits the author's works, as well as critics and defenders of his philosophy, to weave an image of his pedagogy in the academic environment. It situates the author's work from two dimensions: the historical triptych of the 20th century and the conception of a pedagogical idea that lives up to Dewey's theory. It concludes that Dewey's work presents positions and concepts for understanding the relationship between school and society as it bases a procedural perspective of experience, however, its application finds limits in some conjunctural and structural contradictions.

Copyright of Labor et Educatio is the property of Jagiellonian University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The dynamics of school as a single source of knowledge have changed, which eliminate the organizational obstacles that hinder its learning process and endeavor towards the construction of a leadership competence. The ability of an organization to construct and support the professional learning communities depends on its ability to improve and support an individual. This study therefore aims to investigate the role of contemporary educational leadership in converting traditional schools into professional learning communities. The current study has adopted one of the developmental approaches that simultaneously represent contemporary trends in improving the school. An increase is found among the school staff related to the improvement and development of the project concerning its planning, organizing, implementation, and evaluation. The implementation of reformative perspective increases the desire towards the implementation of decentralization. The work teams are successful in fulfilling all tasks and solving the problems that are encountered by the leaders and members of the team. The concern towards investment in the information and communication technology has been growing to build the leadership capacities of the members of teamwork.

This article presents an analysis of the “traditional” and “new” categories used to explain pedagogical, didactic and educational positions in general. It is based on the hypothesis that, under the false appearance of a debate between conservatism and progressivism, issues that merit a more complex and profound treatment are simplified. The article proposes to recognize the heterogeneity of visions that are presented as “criticisms of traditional education”, where the liberating ideals of the newschooling of the early twentieth century coexist with other speeches set forth since the neo-liberal reforms, of efficient, neuroscientific and moralizing features.

Copyright of Social Education / Sociální Pedagogika is the property of Tomas Bata University, Research Centre of the Faculty of Humanities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We live in times of rapid development of information technologies. In recent months, the unexpected COVID-19 crisis has indisputably demonstrated the importance of information and communication technologies (ICT) in education. However, not only can technologies enable the continuation of learning when students are not together in a physical classroom, but they can also benefit learning, participation, creativity and communication when used in the traditional classroom. This paper will focus on the definition of blended learning and will present some recent findings that reveal why blended learning can be beneficial in the traditional classroom. The implementation of a blended learning model combining elements from traditional and virtual classrooms will be described and discussed. The model is applicable in all stages of school education - from preschool all the way through high school. It combines face-to-face, in-person communication and collaboration in the traditional classroom with remote video-conference live communication and interactive content. Usually, during traditional classes, the students interact from their physical classroom environment with a remote guest teacher online through a virtual classroom. They use videoconferencing to interact directly with the virtual teacher. Thus, they can ask and answer questions, participate in quizzes, etc. Moreover, the virtual teacher uses online tools to visualize and demonstrate learning content, which supports the perception and assimilation of new information. The entire interaction is facilitated by the students‘ main teacher on-site and usually continues with offline practical tasks or educational games to enhance and consolidate new knowledge and skills. In the winter of 2018, 87 preschool- and schoolteachers from Europe and Asia were trained to apply this model in their classrooms. They were also involved as participants in similar interactions with a remote guest lecturer in the virtual classroom and a lecturer on-site. Afterwards, they completed a survey to share their opinions about the application, its benefits and the resources needed to implement the blended learning model. The results showed that the respondents find a great variety of options for application of the blended model in any subject area. They see its potential to support real-life learning, to increase student motivation and engagement, and to improve the students‘ communication skills not only in their native language but also in other languages. What respondents think they need most is equipment, connectivity and teacher training. The teachers acknowledge the importance of blended learning as they see school as one of the places where children should have opportunities to acquire skills on how to use technologies as well as how to avoid online risks. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Wassit for Science & Medicine is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present-day school system is constantly exposed to criticism from various social groups. What underlies this dissatisfaction and which aspects of school functioning are negatively assessed? To better understand the image of the Polish school, and whether it is closer to a traditional or creative one, surveys were conducted among future teachers and research conducted into daily press publications, blogs and internet websites intended for parents, with content related to the contemporary school system. The interviews and the analysis of the media content show the image of a school system that is more traditional than creative. It is one that transfers knowledge rather than shaping skills and attitudes. It does not approach each student individually, taking into account his or her interests and needs, but rather strives to achieve what the teacher and the curriculum that regulates their work requires. It is a system full of bureaucracy and ever-changing regulations, one that lacks room for creative activity and inventiveness, since the timely implementation of the curriculum is more important. [ABSTRACT FROM AUTHOR]

The term "schooling through democracy" refers to an overly optimistic idea, frequently used for rhetorical purposes, that traditional schooling is an important context for children to practice democracy. In the present paper, two interrelated issues are argued. First, after an outline of the core conditions for democracy is presented. I argue that the practice of democracy in traditional schooling is severely limited. Second, 1 identify core skills that are essential for development of democratic ways of acting that could workably be implemented in the realm of traditional schooling. The overall argument is that, although traditional school cannot, per definition, be a democratically driven institution, there exist clear potentials for improvement when it comes to systematic teaching of skills that lead to adult "quality democracy" later in life. [ABSTRACT FROM AUTHOR]

In this paper, the traditional discourse in science classes is analyzed against the alternative discourse of the IRES Project (Research and Renewal of the School), through three teachers who develop a didactic unit of Sciences. The theoretical and methodological framework used is based on the Discourse Analysis. The study shows that, even in an innovative and well-founded practice, ideological obstacles appear that make difficult introducing changes. Three obstacles related to professional autonomy stand out: the dependence of the center's management, the conditioning on labor security and the limitation produced by the legislative framework, especially in the evaluation. This research points out the need to consider the underlying ideology in the school and its influence on innovative practices. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)