Abstract/Notes: Supporting multilingual learners’ access to equitable and socially just language education requires more from teachers than a critical stance and language awareness. Teachers of multilingual students must understand how their awareness and ideologies drive their actions and how their actions can generate new awareness both inside the classroom in pedagogical choices and outside the classroom in interactions with families and community partners. To aid teachers in moving through cycles of applying awareness to action, the authors designed the Community Action Plan (CAP) assignment for a family and community engagement course. This article outlines the components of the course curriculum and the conceptual framework that guided its design. The authors also provide a case study of how one novice teacher, Katrina (co-author), navigated the curriculum. They offer suggestions for how language teacher educators might guide in-service and preservice teachers to implement CAPs of various types to promote socially just language education for and with K–12 learners.

Language: English

DOI: 10.1002/tesj.552

ISSN: 1949-3533

Language: English

DOI: 10.1007/BF00490184

ISSN: 1573-0964

Abstract/Notes: Pre-school education is important in terms of children's acquisition of social rules and rearing them as socialized individuals. However, it seems that there are limited studies regarding the issue of which pre-school education approach or pre-school education program is more effective on the development of children's perception of social rule. Therefore, with this research it is aimed to study the social rule perceptions of 5-year old children who get education according to three different programs Montessori Approach, Multiple Intelligences Theory-Based Education and Preschool Education Program Implemented by the Ministry of Education *Dependent variable of this experimental study is the social rule perception of 5-year old children while independent variables are three different preschool education programs Montessori approach, education based on multiple intelligences theory, Preschool Education Program implemented by the Ministry of Education with effects on children’s perception of social rule. Total of 62 children participated in this study, including 21 children attending a university kindergarten where Montessori Approach is applied, 19 children attending nursery class within primary school where education based on Multiple Intelligences Theory is implemented within the scope of EU Project called “If there are multiple intelligences there is no unsuccessful child ” and 22 randomly selected children attending an independent kindergarten and nursery class within primary school where Preschool education program of Ministry of Education is implemented. Age of these children showing normal development ranged from 60 to 66 months. "Conception of Moral and Social Rules Scale" that was used to evaluate social rule perception of the children participating in this study, was developed by Smetana 1981 . The scale which consists of 10 conventional pictures showing transgression of moral and social rules, includes two sub-scales. They are: "Conception of Moral Rule" and "Conception of Social Rule" subscales. In this study, only " Conception of Social Rule" sub-scale was used according to the purposes of the research. Conception of Social Rule sub scale consists of 5 pictures showing transgression of social rules. Children were asked 5 questions consecutively for each of these pictures. Each question asked aimed to create data for 5 sub dimensions of the scale. Sub dimensions of the sub scale are; Seriousness in Social Rules, Absence of Authority in Social Rules, Absence of Social Rules, Generalization of Social Rules and Punishment in Social Rules. Conception of Social Rule sub scale of Conception of Moral and Social Rules Scale was applied to the children in working group in a pre-test and post-test form. Pre-test data were collected at the beginning of the academic year, while post-test data were collected at the end of the academic year. No intervention that would affect children’s perception of social rule in a desired direction was made to the education programs of the institutions where different pre-school education programs are implemented. Single-factor ANCOVA was used in order to determine whether social rule perception of the children included in the study differs according to the preschool education program they attend. Bonferroni test was used in cases where ANCOVA was significant. According to the Covariance Analysis results significant difference was found F 2,58 = 7.210, p .05]. Results of Bonferroni test, which was implemented to determine the pre-school education program or programs that cause the significant difference obtained from Seriousness in Social Rules, Absence of authority in Social Rules and Punishment in Social Rules sub-dimensions in accordance with Covariance Analysis, show that Seriousness in Social Rules, Absence of authority in Social Rules and Punishment in Social Rules sub-dimensions scores of the children who receive education according to Montessori approach are significantly higher than the scores of the children who receive education according to the other preschool education programs. In this study which compares social rule conception of the preschool children getting education according to Montessori approach, education program based on the theory of multiple intelligence and pre-school education program implemented by the Ministry of Education; it’s observed that the children who receive education according to Montessori approach had significantly higher scores than the children who receive education according to the other pre-school education programs in Seriousness in Social Rules, Absence of Authority in Social Rules and Punishment in Social Rules sub-dimensions of social rule conception sub scale. This situation indicates that the children receiving education based on Montessori Approach take social rules more serious and their perception regarding importance of obeying the rules even in absence of the authority mother-father, teacher etc. is higher. These children obey the rules not because the authority wants them to do so, but because they comprehend the importance and necessity of acting in accordance with the rules. In other words, the children getting education in Montessori Approach have internalized social rules. The researchers state that children's conception of social rules may develop as they experience the rules and practices of the social system in which they exist Smetana, Schlagman and Adams, 1993; Smetana, 1984 . This means that, Montessori Approach is able to offer this experience to the children in a better way than the other pre-school education programs. Another sub-dimension where difference between the means was statistically significant was Punishment in Social Rules sub dimension. According to these finding obtained, perception of punishment in case of breaking social rules is higher in children getting education according to Montessori Approach than the children getting education in other pre-school education programs. This means the children that receive education according to Montessori Approach are more decisive in necessity of obeying social rules and punishing those who transgress social rules. It was identified that scores regarding Absence of Social Rules and Generalization of Social Rules sub dimensions of Social Rule Conception sub scale did not differ depending on the pre-school education program attended. In other words perception of all the participant children is found to be equivalent to each other regarding the necessity of obeying social rules even if there is no verbally expressed rule and acceptance of social rules in every environment lived in. In any case, pre-school educational institutions provide the best environment for children so that they acquire social rules and understand the importance of these rules. Seçer and Sarı 2006 , who studied moral and social rule conception of the children who attend and who do not attend preschool educational institution, determined that mean score of the children attending pre-school educational institution received from Absence of Authority in Social Rules, Generalization of Social Rules and Absence of Social Rules sub dimensions is significantly higher than those who do not attend pre-school educational institution. / Bu çalışmada, üç farklıprograma Montessori Yaklaşımı, Çoklu Zekâ Kuramına DayalıEğitim ve Milli Eğitim BakanlığıTarafından Uygulanan Okul Öncesi Eğitim Programı göre eğitim alan okul öncesi çocukların sosyal kural algılarıincelenmiştir. Normal gelişim gösteren ve yaşları60 ile 66 ay arasında değişen toplam 62 çocuk çalışmaya katılmıştır. Çocukların 21 tanesi Montessori Yaklaşımına göre, 19 tanesi Çoklu Zekâ Kuramına göre, 22 tanesi ise Milli Eğitim Bakanlığıtarafından halıhazırda uygulanan okul öncesi eğitim programına göre bir eğitim-öğretim yılıboyunca okul öncesi eğitim almışlardır. Deneysel bir çalışma olan bu araştırma da ön-test ve son-test verileri, Smetana 1981 tarafından geliştirilen Ahlaki ve Sosyal Kural AlgısıÖlçeği’nin Sosyal Kural Algısıalt ölçeği kullanılarak toplanmıştır. Araştırmada elde edilen verilerin analizinde betimsel istatistiklerin yanısıra, araştırmanın amaçlarınıtest etmek amacıyla, ANCOVA, ANCOVA’nın anlamlıolduğu durumlarda Bonferroni Testi kullanılmıştır. Araştırma sonucunda çocukların Sosyal Kural Algısıalt ölçeğinin Sosyal Kurallarda Ciddiyet, Sosyal Kurallarda Otoritenin Yokluğu ve Sosyal Kurallarda Ceza alt boyutlarına ait puanların çocukların eğitim aldığıokul öncesi eğitim programına göre değiştiği saptanmıştır. Bonferroni çoklu karşılaştırma sonuçları, farklılığın Montessori Yaklaşımı’na göre eğitim alan grubun lehine olduğunu göstermiştir. Sosyal Kuralların Yokluğu ve Sosyal KurallarıGenelleme alt boyutlarına ait puanların ise çocukların eğitim aldığıokul öncesi eğitim programına göre anlamlıbir şekilde farklılaşmadığıtespit edilmiştir.

Language: Turkish

ISSN: 1302-1796, 2667-4750

Language: Italian

ISSN: 0033-9571, 1724-1871

Abstract/Notes: This article uses the case of independent charter schools in Milwaukee, Wisconsin, to test whether New Public Management style reforms are compatible with the public administration pillar of social equity. Using three years of data, the author identifies inequities in access and outcomes due to the structural differences between charter and traditional public schools. Structural differences include governance, admissions, and transportation policies. Overall, independent charter schools serve fewer Black pupils, are less accessible, but do obtain comparatively better achievement scores. The article concludes with suggestions on how metagovernance can be used to ensure social equity in decentralized governance reforms. The study demonstrates how social equity can be analytically evaluated in a governance reform environment, and provides guidance on how structural barriers to social equity can be overcome in complex governing networks.

Language: English

DOI: 10.1080/10999922.2021.1908730

ISSN: 1099-9922

Abstract/Notes: 62 English-speaking preschool children were divided into three groups, a Montessori group (n = 21), a traditional preschool group (n = 21), and a homestaying group (n = 20) to compare their relative cognitive and social-emotional development. Significant differences in favour of the school groups were found for vocabulary, language comprehension, ability to judge the correctness of figural stimuli, visual memory, and perceptual organization. No differences were found for social-emotional development, and no relationship existed between type of preschool and level of development.

Language: English

DOI: 10.2466/pr0.1989.65.2.480

ISSN: 0033-2941

Language: Italian

ISSN: 0030-5391

Abstract/Notes: This research study was conducted to see and understand the importance and positive effects of multi-age grouping classrooms on children’s social and emotional development. Themulti-age grouping study emphasize that a child can learn and become more confident in a group of  fellows of different ages in a better way than of in the same age group. The Research works on different social and emotional aspects in a child’s life through discussing views of educationalists and psychologists. Some of them have been noted in literature review, then there is an analysis and conclusion too. There is an interview conducted with a head of a pre-school which follows system of mixed-age classroom and a questionnaire has been made to get reviews of the teachers. The findings concluded that the children getting education in multi-age grouping are far more active socially and emotionally than the children in regular same age group classrooms, however it is also needed to give awareness regarding the system of education as it is not very common in our society.

Language: English

DOI: 10.5281/zenodo.4701151

ISSN: 1068-3844

Abstract/Notes: Il Metodo sperimentato da Maria Montessori fra la fine dell’Ottocento e la metà del Novecento è oggi sempre più richiesto e apprezzato da genitori e insegnanti, ed è soggetto a rinnovate letture e ricerche da parte degli studiosi, perché risponde alle attuali esigenze dell'educazione nella nuova realtà sociale multietnica, nell'era della 'globalizzazione'. Tutto il suo metodo scientifico rappresenta una strada maestra per gli educatori alla pace e all'intercultura di oggi. / The method pioneered by Maria Montessori in the late 800's and mid '900 is now increasingly demanded and appreciated by parents and teachers. Subject of renewed interpretations and ongoing research by scholars, it responds to the current needs of education in the new multi-ethnic reality of the age of 'globalization'. Her whole scientific method represents a major reference for today's educators to peace and inter-culture

Language: Italian

DOI: 10.12897/01.00068

ISSN: 2240-9580

Language: English

ISSN: 0026-0150