Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study (original) (raw)
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Journal of Education Culture and Society
Aim. The aim of the research is to provide a scientific justification for the integrated development of general and subject-specific competences of primary school pupils. Methods. The exploratory qualitative case study was conducted in a private school in Lithuania. The integrated activities covered the content of Lithuanian language and science education, as well as general competences such as communication and digital competences. The activity was implemented in grade 4 with 12 pupils (8 boys and 4 girls). A semi-structured interview with the class teacher was also conducted. Results and conclusion. The data from the empirical study were analysed according to the following thematic clusters: interest in the activity, group work, searching for information in the encyclopaedia and in electronic sources, working with a robot when integrating the digital skills and the content of science education, descriptions of animals as a summarising and consolidating activity. The study found th...
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2015
The integration of children with disabilities into the regular school system is a process that requires changes at multiple levels. It requires, among other things, a change in attitudes and behaviour at the broader level of the community. In order for this to be possible, it is also necessary to implement training of teachers in the area of the characteristics of development and the particularities of upbringing and education of such children. The aims of this study were to determine the degree of familiarity with theoretical and practical concepts related to integrated education of children with disabilities and the differences in understanding certain concepts with respect to the years of work experience of university teachers. The study used a modified questionnaire of the ESERakad Tempus Project Education for Equal Opportunities at Croatian Universities-EduQuality. The survey was conducted on the sample of the teachers of the Juraj Dobrila University of Pula (N = 104). In the s...
Integrative Approach in the School Education Process
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In general secondary education, every lesson from a mature teacher, based on<br> interdisciplinary, interdisciplinary, thoughtful and elaborate, encourages the student to<br> think logically and expands his / her worldview; develops interest in the learning process<br> and on this basis develops love for a particular field; increases the intellectual potential and<br> creative competence of the student; positively affects the thinking of a gifted child. In fact,<br> the integrative approach does not allow for equalizing the student and the teacher.<br> Consideration of subjects in the educational process as primary or secondary "casts a<br> shadow" on the essence of integrated education. After all, it is effective to consider each<br> subject as the basis of learning and organize it according to the principle of integration.<br> This article discusses the effectiveness of integrated learning in native language teaching&...
INTEGRATED PUPIL AT PRIMARY SCHOOL IN THE INCLUSIVE ENVIRONMENT IN THE CZECH REPUBLIC
As a part of the grant project titled Social aspects of inclusion in basic education in the context of international research (the research is a part of the international project-Inclusive Education Republic) was realized the research aimed at fulfilling of the part of the project. In this sub-key activity, we focused on the area of the acceptance or rejection of integrated pupils into the mainstream schools. Solving the problems is in the Czech Republic very actual, even since the end of the 20th century became one of the priority objectives of the educational policy of our country. The research sample consisted of 78 primary school pupils and as a research method we chose sociometer. Through the contribution we would like to introduce the results from the research. Keywords: inclusion, the climate in the classroom, primary school, research
The Theory of Totally Integrated Education: TIE A Monograph in Five Parts (revised July 24, 2016)
The Theory of Totally Integrated Education (TIE) predicts that mental structures formed by learners are expected to be stronger when ‘knowing that one’, ‘knowing how’, and ‘knowing that’ are integrated with learner emotions and intentions. Such whole, completely connected mental structures are expected to be less vulnerable to forgetting. TIE theory further provides justification of principles for worthwhile education. TIE theory builds on seminal work of John Dewey, Charles Sanders Peirce, Maria Montessori, Elizabeth Steiner, George Maccia, Stanley Greenspan, Kenneth Thompson, Myrna Estep, Eric Kandel, David Merrill, and Jeroen van Merriënboer. Descriptive theory is provided which defines terms in TIE theory, before it is explicated and examples are provided. A strategy for improving curriculum is recommended, which is based on sequencing authentic, whole learning tasks from simple to complex. Most importantly, these learning tasks are expected to help students integrate 9 kinds knowing with emotions and intentions: recognitive, acquaintive, appreciative, protocolic, adaptive, creative, instantial, relational, and criterial.
Integrated Teaching–the New Curricular Design of Pre-primary Educational System in Romania
Procedia - Social and Behavioral Sciences, 2012
The main objective of the study is to highlight the characteristics of integrated teaching model promoted by the new curriculum for pre-primary education, while trying to answer the question: is integrated teaching a real model of development of a child's personality, or is it only an instrument through which teachers can demonstrate their competence in the field of curriculum design? The study represents a cvasiexperimental research, based on the qualitative analysis of data acquired in observational activities carried out in different kindergartens, in interrelation with the analysis of integrated teaching projects conducted by teachers
Educational Role of Language Journal
The aim of the present study is to investigate the present state and existing models of Content and Language Integrated Learning (CLIL) in the monolingual context of Lithuania and the current perspective of school administrators (school principals and vice-principals) on CLIL and its implementation in Lithuanian secondary schools. A survey of three hundred and one school administrators was conducted. The article discusses the results of the survey by considering the present state of CLIL in Lithuanian secondary schools, the factors that would motivate school administrators to be more willing to engage in CLIL implementation, and the help that school administrators perceive as necessary for more efficient CLIL implementation in their schools. The results of the present study are intended to provide suggestions and recommendations for using CLIL more effectively in Lithuanian secondary school classrooms.
Incorporating Integrated Approach in Secondary School
MEST Journal, 2014
Under considerations are topics related to the organizational planning and management of incorporating the integrated approach in the St. George Private Secondary School in Sofia, Bulgaria. As the theoretical base we step on the Altschuler's model but modified some parts of it according to the specifics of the educational management. E.g., we replaced the 2-dimensional antinomy matrix of the Altschuler's model by considering antinomies in higher dimensions. Another innovation is the processing matrix we designed to technologize the project-oriented initiatives. A new educational paradigm is offered in which the role and the place of the integrated approach is set up as a way to achieve the desired goal of the compulsory educationa competence of synthetic type. Several good practices are given to illustrate different perspectives of the entire process of establishing a new educational environment in St. George School. The key role of mathematics and informational technologies in these initiatives is justified. The integrated approach we announce here is coherent with the Bulgarian National Youth Strategy where the stream line is an integrated consideration of the global problems related to the young people. The authors' hope is that the described manegment schema could serve as model for regular educational practices not only in private schools but as a modus operandi to implement the National Youth Strategy onto the entire educational reform that is going on in Bulgaria.
Integrated Educational System – Pure Experiment or Model for the Future
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The use of the term "integrated" in the sphere of education always refers to higher education, namely the studies involving basic academic studies and master academic studies. However, in contrast to this notion of "integration," in Serbia a sui generis model of integrated education has been developed. The model goes beyond the scope of known structure of integration and spreads both vertically and horizontally. It gathers institutions at all levels of education-starting with preschool, elementary, secondary, high and higher school education, and ending with the doctoral studies. At first sight, this new legal solution resembles a kind of educational industry holding. Of course, such new system faces certain difficulties and misunderstandings, being pretty different from both the classic and modernistic one. This is quite an unusual system, both in legal terms and terms of organization and management. Some will look at it as an experiment, for which they do not know whether it would hold out the test of time, but those who have created it, consider it an educational model of the future. In this article, we present "Integrated Educational System for Social and Natural Sciences" from Belgrade, as a case study, explaining its structure, regulation, organization and characteristics, as well as the challenges it faces. Our intention is to share with the Conference participants the experience, thoughts and observations about such a remarkable venture and discuss the lessons learned.
INDIVIDUAL AND COLLECTIVE REFLECTION ON THE DEVELOPMENT OF SCHOOLS AND LEARNING DURING INTEGRATION
The paper discusses the objectives of a study for two cases. Case 1. To trace the transition from individualized learning to a new system of joint activity on the example of an Educational Incorporation, which unifies a gymnasium, public school, and two kindergartens. Case 2. To trace the transition of the notion of the module as an abstract idea to the notion of the module as a new collective concept on the example of collaboration between universities and policy makers.