Pub Date : 2019-06-16DOI: 10.17583/REMIE.2019.4200
Fátima Antunes, J. Lúcio
This paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success.
{"title":"Overcoming Barriers: The Local and the Innovative Dimensions of Inclusive Socio-Educational Practices","authors":"Fátima Antunes, J. Lúcio","doi":"10.17583/REMIE.2019.4200","DOIUrl":"https://doi.org/10.17583/REMIE.2019.4200","url":null,"abstract":"This paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"9 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74466685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.17583/REMIE.2019.3836
J. Milinga, Ezelina Kibonde, V. Mallya, M. Mwakifuna
Understanding how student teachers undertake their group work may provide solid foundation for developing essential skills required for the 21st Century teachers, and subsequently help improve group-based assessment in higher education. However, social loafing has been found to interfere with this assessment mode. This article reports on undergraduate student teachers’ reactions to social loafers when working on group assignments as part of their continuous assessment. It focuses on how they go about doing their group work and react to the social loafers. The data were collected using face-to-face semi-structured interviews from 18 purposefully and conveniently selected participants. The findings have indicated procedures that students observe in doing their group assignments such as formulation of own group norms and rules, and holding of meetings for the work being determined by the nature of the assignments, and their submission deadlines. Additionally, it has been found that group members employ humanitarian, punitive and threatening approaches as they react to social loafers. The article concludes that proper planning for students’ group assignments is important and; both instructors and students should play their roles accordingly to overcome the problem of social loafing when the use of group-based assessments is indispensable within higher education contexts.
{"title":"Member Reactions to Social Loafers When Doing Group-Based Assignments: A Group Processes Perspective","authors":"J. Milinga, Ezelina Kibonde, V. Mallya, M. Mwakifuna","doi":"10.17583/REMIE.2019.3836","DOIUrl":"https://doi.org/10.17583/REMIE.2019.3836","url":null,"abstract":"Understanding how student teachers undertake their group work may provide solid foundation for developing essential skills required for the 21st Century teachers, and subsequently help improve group-based assessment in higher education. However, social loafing has been found to interfere with this assessment mode. This article reports on undergraduate student teachers’ reactions to social loafers when working on group assignments as part of their continuous assessment. It focuses on how they go about doing their group work and react to the social loafers. The data were collected using face-to-face semi-structured interviews from 18 purposefully and conveniently selected participants. The findings have indicated procedures that students observe in doing their group assignments such as formulation of own group norms and rules, and holding of meetings for the work being determined by the nature of the assignments, and their submission deadlines. Additionally, it has been found that group members employ humanitarian, punitive and threatening approaches as they react to social loafers. The article concludes that proper planning for students’ group assignments is important and; both instructors and students should play their roles accordingly to overcome the problem of social loafing when the use of group-based assessments is indispensable within higher education contexts.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79227407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.17583/REMIE.2019.4037
Laura Natividad
{"title":"Review: Communicative Competence, Classroom Interaction, and Educational Equity. The select works of Courney Cazden","authors":"Laura Natividad","doi":"10.17583/REMIE.2019.4037","DOIUrl":"https://doi.org/10.17583/REMIE.2019.4037","url":null,"abstract":"","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"37 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76148506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.17583/REMIE.2019.3734
Gokhan Guven, Yusuf Sulun
The purpose of the current study is to investigate the effect of interdisciplinary approach-based energy instruction on pre-service science teachers’ academic achievement and conceptual understanding regarding the concept of energy. To this end, the current study was designed as a quasi-experimental study in line with the pretest-posttest control group design. The activities related to the concept of energy were conducted by using the interdisciplinary approach and the same activities were conducted by using the methods and techniques based on the existing approaches. A total of 66 pre-service science teachers participated in the study lasting for 10 weeks. In the analysis of the data, ANOVA/Post Hoc Test was used. As a result of the study, it was found that the use of the interdisciplinary instructional approach in teaching the concept of energy increased the pre-service teachers’ academic achievement and conceptual understanding more than the traditional approaches. Thus, it can be suggested that during the instruction of the energy concept, the features of this concept should be taught in a certain developmental order and the interdisciplinary approach should be used in the activities conducted to teach this concept.
{"title":"Interdisciplinary Approach-Based Energy Education","authors":"Gokhan Guven, Yusuf Sulun","doi":"10.17583/REMIE.2019.3734","DOIUrl":"https://doi.org/10.17583/REMIE.2019.3734","url":null,"abstract":"The purpose of the current study is to investigate the effect of interdisciplinary approach-based energy instruction on pre-service science teachers’ academic achievement and conceptual understanding regarding the concept of energy. To this end, the current study was designed as a quasi-experimental study in line with the pretest-posttest control group design. The activities related to the concept of energy were conducted by using the interdisciplinary approach and the same activities were conducted by using the methods and techniques based on the existing approaches. A total of 66 pre-service science teachers participated in the study lasting for 10 weeks. In the analysis of the data, ANOVA/Post Hoc Test was used. As a result of the study, it was found that the use of the interdisciplinary instructional approach in teaching the concept of energy increased the pre-service teachers’ academic achievement and conceptual understanding more than the traditional approaches. Thus, it can be suggested that during the instruction of the energy concept, the features of this concept should be taught in a certain developmental order and the interdisciplinary approach should be used in the activities conducted to teach this concept.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"31 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87404216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.17583/REMIE.2019.3999
D. Ospina
El presente articulo tiene por objeto analizar la jerarquizacion del sistema universitario bogotano en relacion con la estructura de clases junto con la distribucion y concentracion de los estudiantes segun su origen social en las universidades de la ciudad de Bogota, indagando ademas por la relacion existente entre el origen social de los estudiantes y su rendimiento academico, puntualmente en el caso de la prueba de Estado ICFES SABER PRO. Para cumplir con estos objetivos, se recurrio a tecnicas de analisis factorial y analisis de correlacion con informacion estadistica proveniente del Instituto Colombiano para la Evaluacion de la Educacion ICFES. La evidencia analizada demuestra la existencia de una estrecha relacion entre el origen social y la universidad de destino, generando un sistema universitario altamente jerarquizado y estratificado caracterizado por la participacion mayoritaria de universidades de caracter privado, asi como un impacto moderado del origen social en el rendimiento academico de los estudiantes.
{"title":"Relaciones de Clase en el Sistema Universitario y su Efecto sobre el Rendimiento Académico: El Caso de Bogotá.","authors":"D. Ospina","doi":"10.17583/REMIE.2019.3999","DOIUrl":"https://doi.org/10.17583/REMIE.2019.3999","url":null,"abstract":"El presente articulo tiene por objeto analizar la jerarquizacion del sistema universitario bogotano en relacion con la estructura de clases junto con la distribucion y concentracion de los estudiantes segun su origen social en las universidades de la ciudad de Bogota, indagando ademas por la relacion existente entre el origen social de los estudiantes y su rendimiento academico, puntualmente en el caso de la prueba de Estado ICFES SABER PRO. Para cumplir con estos objetivos, se recurrio a tecnicas de analisis factorial y analisis de correlacion con informacion estadistica proveniente del Instituto Colombiano para la Evaluacion de la Educacion ICFES. La evidencia analizada demuestra la existencia de una estrecha relacion entre el origen social y la universidad de destino, generando un sistema universitario altamente jerarquizado y estratificado caracterizado por la participacion mayoritaria de universidades de caracter privado, asi como un impacto moderado del origen social en el rendimiento academico de los estudiantes.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"35 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76894222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-14DOI: 10.17583/REMIE.2019.3800
C. M. García, Batriz Garcia Jurado
Neuroscience research shows that motivation is considered to be one of the determining factors for effective learning in any context. In the modern technological era, the motivational effect of the use of technological resources in bilingual settings is an interesting field of research. Considering this assumption, the aim of this study is to analyze whether students are more motivated when learning history and science subjects within the CLIL (Content and Language Integrated Learning) approach if videos are used. This study was conducted on primary school students from third grade to sixth grade. It involved “Gines de Sepulveda” and “La Inmaculada” schools in the province of Cordoba in Andalusia, Spain. The sample comprised 85 students. Eclectic research combining a qualitative and a quantitative methodology has been applied in this study. The findings show that the use of videos within the classroom motivates students, by creating a relaxing and comfortable environment in bilingual education settings.
{"title":"Motivational Effects of Technological Resources in Bilingual Education Settings","authors":"C. M. García, Batriz Garcia Jurado","doi":"10.17583/REMIE.2019.3800","DOIUrl":"https://doi.org/10.17583/REMIE.2019.3800","url":null,"abstract":"Neuroscience research shows that motivation is considered to be one of the determining factors for effective learning in any context. In the modern technological era, the motivational effect of the use of technological resources in bilingual settings is an interesting field of research. Considering this assumption, the aim of this study is to analyze whether students are more motivated when learning history and science subjects within the CLIL (Content and Language Integrated Learning) approach if videos are used. This study was conducted on primary school students from third grade to sixth grade. It involved “Gines de Sepulveda” and “La Inmaculada” schools in the province of Cordoba in Andalusia, Spain. The sample comprised 85 students. Eclectic research combining a qualitative and a quantitative methodology has been applied in this study. The findings show that the use of videos within the classroom motivates students, by creating a relaxing and comfortable environment in bilingual education settings.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"137 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2019-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89766765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-15DOI: 10.17583/REMIE.2018.3754
Javier Tárrega Canós, Mario Alguacil Jiménez, David Parra Camacho
espanolEl presente estudio tiene como objetivo analizar los motivos de practica de actividad fisica extraescolar en estudiantes de secundaria. Para ello, se ha utilizado como instrumento el Autoinforme de Motivacion para la Practica del Ejercicio Fisico, version espanola adaptada por Capdevila, Ninerola y Pintanel (2004), con una muestra de 97 sujetos. Tras el analisis, los resultados muestran que el factor de prevencion y salud positiva, bienestar y diversion, y fuerza y resistencia muscular son los mas valorados, indistintamente del genero, curso academico o si son activos o no, mientras que el reconocimiento social y urgencias de salud son los factores menos valorados en todos los grupos. En cuanto a las comparativas, se observan diferencias en base al genero en el factor competicion, mientras que en base al curso los alumnos de 1o de la E.S.O. muestran un interes significativamente mayor que el resto en la variable de peso e imagen corporal. En cuanto a la practica de actividad fisica, aquellos que la realizan valoran mas los factores de diversion y bienestar, competicion, fuerza y resistencia muscular y desafio. EnglishThe aim is to analyse the reasons for practising extracurricular physical activity in secondary school students, in order to obtain useful information for creating more motivating and attractive programmes for them, favouring their adherence to physical activity and the maintenance of healthy habits. For this purpose, the Motivation Self-Report for the Practice of Physical Exercise, Spanish version adapted by Capdevila, Ninerola and Pintanel (2004), with a sample of 97 subjects, was used as an instrument. After analysis, the results show that the factors of prevention and positive health, well-being and fun, and muscular strength and endurance are the most valued, regardless of gender, course or whether they are active or not, while social recognition and health emergencies are the least valued factors in all groups. As far as comparisons are concerned, there are differences according to gender in the competition factor, while according to the course the students of 1o E.S.O. show a significantly greater interest than the rest in the variable of weight and body image. As for the practice of physical activity, those who carry it out value more the factors of fun and well-being, competition, muscular strength and endurance and challenge.
本研究旨在分析高中生课外体育活动的原因。在这项研究中，我们使用了Capdevila、Ninerola和Pintanel(2004)采用的西班牙语版本的体育锻炼动机自我报告作为工具，样本为97名受试者。分析后,结果表明sadasivam因素和积极健康、福利和娱乐,和肌肉强度和耐力是最重视,隐隐约约的性别问题,即将academico或者活跃与否,而承认社会和卫生急救所有团体中至少价值因素。在比较方面，我们观察到基于性别的竞争因素的差异，而基于课程，第10名E.S.O.学生对体重和身体形象变量的兴趣明显高于其他学生。在体育活动方面，那些进行体育活动的人更看重乐趣和健康、竞争、力量和肌肉耐力以及挑战等因素。目的是分析中学学生参加课外体育活动的原因，以便获得有用的信息，为他们创造更多的激励和有吸引力的方案，有利于他们坚持体育活动和保持健康的习惯。为此目的，Capdevila、Ninerola和Pintanel(2004)改编的《体育锻炼动机自我报告》(the Motivation Self-Report For the Practice of Physical Exercise)作为一种工具，以97个受试者为样本。经过分析，结果表明，预防和积极健康、幸福和乐趣、肌肉力量和耐力等因素是最重要的因素，不论性别、种族或是否积极，而社会认知和健康紧急情况在所有群体中是最不重要的因素。就比较而言，在竞争因素中存在性别差异，而在体重和身体形象变量方面，第10届世界卫生组织的学生比其他学生表现出更大的兴趣。As for the practice of physical activity,那些value carry it out more乐趣因素和福祉,肌肉competition,法官endurance及挑战。
{"title":"Análisis de la Motivación hacia la Práctica de Actividad Física Extraescolar en Educación Secundaria","authors":"Javier Tárrega Canós, Mario Alguacil Jiménez, David Parra Camacho","doi":"10.17583/REMIE.2018.3754","DOIUrl":"https://doi.org/10.17583/REMIE.2018.3754","url":null,"abstract":"espanolEl presente estudio tiene como objetivo analizar los motivos de practica de actividad fisica extraescolar en estudiantes de secundaria. Para ello, se ha utilizado como instrumento el Autoinforme de Motivacion para la Practica del Ejercicio Fisico, version espanola adaptada por Capdevila, Ninerola y Pintanel (2004), con una muestra de 97 sujetos. Tras el analisis, los resultados muestran que el factor de prevencion y salud positiva, bienestar y diversion, y fuerza y resistencia muscular son los mas valorados, indistintamente del genero, curso academico o si son activos o no, mientras que el reconocimiento social y urgencias de salud son los factores menos valorados en todos los grupos. En cuanto a las comparativas, se observan diferencias en base al genero en el factor competicion, mientras que en base al curso los alumnos de 1o de la E.S.O. muestran un interes significativamente mayor que el resto en la variable de peso e imagen corporal. En cuanto a la practica de actividad fisica, aquellos que la realizan valoran mas los factores de diversion y bienestar, competicion, fuerza y resistencia muscular y desafio. EnglishThe aim is to analyse the reasons for practising extracurricular physical activity in secondary school students, in order to obtain useful information for creating more motivating and attractive programmes for them, favouring their adherence to physical activity and the maintenance of healthy habits. For this purpose, the Motivation Self-Report for the Practice of Physical Exercise, Spanish version adapted by Capdevila, Ninerola and Pintanel (2004), with a sample of 97 subjects, was used as an instrument. After analysis, the results show that the factors of prevention and positive health, well-being and fun, and muscular strength and endurance are the most valued, regardless of gender, course or whether they are active or not, while social recognition and health emergencies are the least valued factors in all groups. As far as comparisons are concerned, there are differences according to gender in the competition factor, while according to the course the students of 1o E.S.O. show a significantly greater interest than the rest in the variable of weight and body image. As for the practice of physical activity, those who carry it out value more the factors of fun and well-being, competition, muscular strength and endurance and challenge.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"59 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82206900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-15DOI: 10.17583/remie.2018.3456
Edgar Oliver Cardoso Espinosa
{"title":"Evaluación de las Competencias Directivas en los Egresados de los Posgrados en Administración","authors":"Edgar Oliver Cardoso Espinosa","doi":"10.17583/remie.2018.3456","DOIUrl":"https://doi.org/10.17583/remie.2018.3456","url":null,"abstract":"","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"48 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78982450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-15DOI: 10.17583/REMIE.2018.3665
María-Teresa Gómez-del-Castillo, Antonio Aguilera-Jiménez
{"title":"Colaboración Dialógica entre Profesores de Diversos Niveles de Enseñanza","authors":"María-Teresa Gómez-del-Castillo, Antonio Aguilera-Jiménez","doi":"10.17583/REMIE.2018.3665","DOIUrl":"https://doi.org/10.17583/REMIE.2018.3665","url":null,"abstract":"","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"85 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79701394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-15DOI: 10.17583/REMIE.2018.3479
A. Asimaki, Gerasimos S. Koustourakis, A. Lagiou, Nikolitsa Berdeni
The aim of this research paper is the investigation of the rights of children concerning education, as they are set out in the International Convention on the Rights of the Child (1989), and as they are perceived by pupils through the pedagogical practices of their teachers in the primary schools. At the same time the degree of differentiation of the teachers’ pedagogical practices regarding the application of these rights is investigated. In order to carry out this research, in which pupils in year six of Greek primary schools participated, the tool of the semi-structured interview for the collection of research data was used. The main findings of this study revealed that two of the four rights of the children (the right to rest, leisure and play, and the right to freedom of expression and participation) were significantly restricted through the visible pedagogical practices that the teachers applied at the micro-level of the school classroom. In addition, the pedagogical practices applied, concerning the right to primary consideration of the pupils’ best interests and the right to equal treatment, tend towards the rules of an invisible pedagogy, which favours more the common processes of knowledge uptake amongst all the pupils.
{"title":"A Sociological Approach to the Rights of Children in Greek Primary Education","authors":"A. Asimaki, Gerasimos S. Koustourakis, A. Lagiou, Nikolitsa Berdeni","doi":"10.17583/REMIE.2018.3479","DOIUrl":"https://doi.org/10.17583/REMIE.2018.3479","url":null,"abstract":"The aim of this research paper is the investigation of the rights of children concerning education, as they are set out in the International Convention on the Rights of the Child (1989), and as they are perceived by pupils through the pedagogical practices of their teachers in the primary schools. At the same time the degree of differentiation of the teachers’ pedagogical practices regarding the application of these rights is investigated. In order to carry out this research, in which pupils in year six of Greek primary schools participated, the tool of the semi-structured interview for the collection of research data was used. The main findings of this study revealed that two of the four rights of the children (the right to rest, leisure and play, and the right to freedom of expression and participation) were significantly restricted through the visible pedagogical practices that the teachers applied at the micro-level of the school classroom. In addition, the pedagogical practices applied, concerning the right to primary consideration of the pupils’ best interests and the right to equal treatment, tend towards the rules of an invisible pedagogy, which favours more the common processes of knowledge uptake amongst all the pupils.","PeriodicalId":42901,"journal":{"name":"REMIE-Multidisciplinary Journal of Educational Research","volume":"74 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86730468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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