Hasil untuk "Education"

M. Apple

Finis Welch

H. E. Garrett

J. Cleeman

John W. Meyer

W. L. Heward

P. Robinson, Edwin A. Sexton

J. Palmer

G. DeBoer

D. Tilbury

P. Davies

R. Barnett

Graciela Cordero-Arroyo , María Guadalupe Tinajero Villavicencio, Roxana Patricia León González

En el ciclo escolar 2022-2023 el Consejo Técnico Escolar fue el dispositivo de formación seleccionado por la Secretaría de Educación Pública para la actualización docente en el nuevo Plan de Estudio para la educación preescolar, primaria y secundaria de 2022. El objetivo de este estudio fue documentar las condiciones que posibilitaron la actualización de los docentes en el nuevo Plan, así como aquellas que lo obstaculizaron. Se observaron reuniones de Consejo Técnico Escolar en once escuelas de educación básica en Baja California, a lo largo del ciclo escolar 2022-2023. Se hizo un análisis cualitativo de contenido de 193 registros de observación. Los resultados demuestran que el Consejo Técnico Escolar es un espacio flexible y de intercambio, pero también presenta limitaciones significativas como dispositivo de formación para el diseño curricular, contenido en el que el profesorado no ha sido originalmente formado.   The School Technical Council as a formative device: the experience of the 2022-2023 school year Abstract  In the 2022-2023 school year, the School Technical Council was the training device selected by the Ministry of Public Education for teacher updating in the new Study Plan for preschool, primary and secondary education, 2022. The objective of this study was to document the conditions that made it possible for teachers to update this new Plan, as well as those that hindered it. School Technical Council meetings were observed in eleven basic education schools in Baja California throughout the 2022-2023 school year. A qualitative content analysis was carried out on 193 observation records. The results demonstrate that the School Technical Council is a flexible and exchange space, but it also presents significant limitations as a training device for curricular design, content in which teachers have not originally been trained.

Joedson Brito dos Santos, Josefa Fabnice de Sousa Freitas, Gabriela de Oliveira Santos

Este artigo analisa os possíveis reflexos da pandemia da Covid-19 no atendimento educacional das crianças de 0 a 5 anos de idade e do alcance da Meta 1 do Plano Nacional de Educação (PNE/2014/2024), considerando como recorte temporal os anos de 2019 a 2022. Trata-se de uma abordagem de natureza quanti-qualitativa, tendo a pesquisa e a análise documental como técnica de investigação e estratégia metodológica. Os relatórios do Censo Escolar/INEP/MEC e do Censo do IBGE, bem como o Plano Nacional de Educação, o Plano Estadual de Educação (PEE/2015-2025) e os Planos Municipais da Educação (PMEs) da Paraíba foram considerados como fontes de pesquisa. Os resultados apontam que a pandemia afetou significativamente as matrículas na Educação Infantil (EI), especialmente entre crianças não-brancas, residentes em áreas rurais, de baixa renda e em situação de vulnerabilidade. Esse impacto resultou no retrocesso da universalização da pré-escola e da expansão de creches, comprometendo o alcance da Meta 1 dos Planos Municipais, Estadual e Nacional de Educação. A análise crítica dos dados revela a necessidade de políticas públicas mais robustas e equitativas para garantir o direito à Educação Infantil, particularmente para aquelas crianças que residem no campo. 

S. Yardley, T. Dornan

Medical Education 2012: 46: 97–106

R. Alexander

A. Medley, C. Kennedy, K. O'reilly et al.

H. Wit

Wojciech Cichosz, Jarosław Lisica, Roman Buchta et al.

In the face of the challenges of the modern world, young people often struggle with feelings of helplessness and lack of hope. UNICEF reports that nearly 20% of European teenagers suffer from mental health disorders. In response to these issues, the concept of the pedagogy of hope, particularly developed within Christian educational thought, is gaining significance. The pedagogy of hope emphasizes the integral development of the individual – physical, emotional, social, and spiritual – and promotes trust, critical thinking, and psychological resilience. This article examines the foundations of the pedagogy of hope and its potential as a response to the educational needs and challenges faced by young people.

Bin Jiang, Qi Liu, Jian-Peng Li et al.

Abstract Background With the aging population, the number of individuals with dementia in China is increasing rapidly. This community-based study aimed to investigate the prevalence and risk factors for dementia and mild cognitive impairment (MCI) among older adults in China. Methods In this study, 20,070 individuals aged ≥ 65 were recruited between January 1, 2022, and February 1, 2023, from ten communities in Xiamen City, China. We collected data on age, sex, level of education, and medical history, as well as global cognition and functional status. The prevalence of dementia and MCI was examined, and the risk factors for different groups were assessed. Results The overall prevalence of dementia and MCI was approximately 5.4% (95% confidence interval [CI], 5.1–5.7) and 7.7% (95% CI, 7.4–8.1), respectively. The results also indicated that dementia and MCI share similar risk factors, including older age, female sex, hypertension, and diabetes mellitus. Compared with individuals with no formal education, those with > 6 years of education had an odds ratio for MCI of 1.83 (95% CI, 1.49–2.25). We also found that only 5.5% of the positive participants chose to be referred to the hospital for further diagnosis and treatment during follow-up visits. Conclusions This study estimated the prevalence and risk factors for dementia and MCI among individuals aged ≥ 65 years in Southeast China. These findings are crucial for preventing and managing dementia and MCI in China.