Dogs in Learning: Transforming Education
Christina Birbil,
Theo Koutsopoulos,
Cathy Makropoulos,
Alessandra Sax,
Stefanos Gialamas,
Konstantinos Koutsopoulos
Issue:
Volume 4, Issue 2, April 2015
Pages:
16-24
Received:
15 January 2015
Accepted:
1 February 2015
Published:
2 March 2015
Abstract: Every academic institution is clearly obliged to have great aspirations for its students. In addition since the world has changed exponentially in ways that are not always easy to understand, so as to accurately predict, and prepare students for the future, a new trajectory in education is urgently needed. ACS Athens has developed and is implementing for the past 8 years a new educational paradigm called the Global Morfosis Paradigm, an authentic, unbounded, and exciting educational paradigm educating students for complex and ambiguous future needs. In particular, students in primary grades, learn in an environment of engagement with creativity and innovation, which should be the norm and not the exception. The program Dogs in Learning (DiL) is designed to use highly trained dogs as an inspirational vehicle to help children understand and apply everyday issues related to human behavior such as: leadership, non-violence, patience, respect, kindness, love, team work, responsibility, confidence, friendship, trust, empathy, etc. In addition a plethora of curriculum contents at the Elementary School are being taught and learned by students in a meaningful and fun way utilizing well trained dogs under the guidance and leadership of teachers.
Abstract: Every academic institution is clearly obliged to have great aspirations for its students. In addition since the world has changed exponentially in ways that are not always easy to understand, so as to accurately predict, and prepare students for the future, a new trajectory in education is urgently needed. ACS Athens has developed and is implementi...
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Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya
Ganira Khavugwi Lilian,
Paul Amolo Odundo,
Boniface Ngaruiya,
Rose Obae
Issue:
Volume 4, Issue 2, April 2015
Pages:
25-34
Received:
6 March 2015
Accepted:
31 March 2015
Published:
9 April 2015
Abstract: Social needs are essential components for preventing anxiety, depression and loneliness. Providing social needs of belongingness, self-esteem and self-acceptance and fostering resilience in children living with disabilities is likely to amount to sustained coordinated efforts to support children’s psychological, social-emotional and academic development throughout early childhood and adolescent. CWD need opportunities to cultivate their skills, competences, talents, strength and social relationships, yet too often lack of proper intervention reduces their opportunities for participation. The study assessed impact of social needs on participation of Children with Disabilities (CWD) in early childhood classrooms in Starehe division in Nairobi County. Study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 children aged 4-6 with disabilities and 20 parents of CWD. Purposive sampling and simple random sampling was used to select respondents for study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of social needs promoting participation of CWD in ECE classes. However those teachers who effectively supported CWD social needs yielded encouraging results in inclusive learning environment. The study recommends policy for early identification on the needs for effective participation of CWD in ECE classes.
Abstract: Social needs are essential components for preventing anxiety, depression and loneliness. Providing social needs of belongingness, self-esteem and self-acceptance and fostering resilience in children living with disabilities is likely to amount to sustained coordinated efforts to support children’s psychological, social-emotional and academic develo...
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Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece
Ζoe karanikola,
Stathis Balias
Issue:
Volume 4, Issue 2, April 2015
Pages:
35-40
Received:
1 April 2015
Accepted:
6 April 2015
Published:
18 April 2015
Abstract: This paper presents the results of a quantitative research conducted in the Aitoloakarnania Prefecture in order to investigate whether Primary Education teachers are sensitive towards pupils belonging to a cultural minority and whether their sensitivity is influenced by gender, time of graduation, education level, training, their experience in culturally diverse classes and their direct or indirect personal migration experience. The research results showed that the orientation of teachers seems to be at the stage of acceptance, the first of the three ethnorelative stages of Bennett, which reflects their ability to perceive diversity, to be open towards it, respect it and express curiosity to learn more things.
Abstract: This paper presents the results of a quantitative research conducted in the Aitoloakarnania Prefecture in order to investigate whether Primary Education teachers are sensitive towards pupils belonging to a cultural minority and whether their sensitivity is influenced by gender, time of graduation, education level, training, their experience in cult...
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