Examples of schools
Educating for peace means fostering the development of skills and the acquisition of tools that enable individuals and peoples to live together peacefully, in other words, to live without violence. This process involves the assimilation of values such as social justice, equality, cooperation, solidarity, respect and autonomy.
An effective way, therefore, to become citizens committed to social change and peace building is through the promotion and development of an educational system that institutionalizes Peace Education in the life of schools.
Generally, state programs recognize the existence of eight basic competencies that should be worked on in a cross-cutting manner in the development of the school curriculum. The characteristics of Peace Education and the Socio-affective Learning Methodology make them ideal for teachers to work efficiently on the acquisition of these competencies by students.
How to pronounce school
The importance of school in the constitution of societies has been key and widely recognized by scholars in the field, since it is through it that models of citizenship and the ethical, moral and patriotic values indispensable for the perpetuation of the social system are constituted.
Hence, also, it has been one of the main territories in dispute by the revolutionary ideologies of the twentieth century and theorists such as Louis Althusser called it one of the “ideological apparatuses” available to the State to establish cultural hegemony.
At the same time, the tendency in current educational sciences is to problematize the traditional model of school education as a way of attacking at its root the various ills that afflict modern societies.
A good school, in this sense, pursues the academic, moral, ethical, physical and spiritual constitution of its students, through various spaces and strategies conducive to the stimulation of such learning.
Funciones de la escuela
Se analizaron las prácticas de 30 escuelas secundarias de Baja California para identificar las actividades relacionadas con la gestión del tiempo y la organización del personal que se realizan en las escuelas secundarias con resultados académicos superiores a los esperados para su contexto (valor agregado). Participaron 16 escuelas de alta residualidad y 14 de baja residualidad, previamente seleccionadas mediante técnicas multinivel. Se realizaron entrevistas semiestructuradas con enfoque cualitativo para indagar la percepción de los supervisores y equipos directivos respecto a temas como la gestión del tiempo académico, la puntualidad y la asistencia, y otras prácticas organizativas ejecutadas por el personal y los alumnos. Los resultados demostraron diferencias entre las prácticas realizadas por las escuelas de alta y baja residualidad, permitiendo confirmar que las actividades de organización y gestión académica influyen en el rendimiento académico de los alumnos.
“La relevancia del tiempo en la educación no está solamente en su dimensión cronológica medible, sino en su potencial como un medio que, en función de su utilización, genera oportunidades de aprendizaje” (Razo, 2015, p. 3).
What is school for children
If your child receives help in school you may have heard the term “intervention”. Many people use it to refer to any kind of help a student receives. However, educational intervention has a very precise definition. Knowing what it means will help you understand the kind of support your child receives at school.
An educational intervention may include strategies, but not all strategies are interventions. The main difference is that an educational intervention is formal, targeted to a known and monitored need. A strategy may be informal and is not always followed up.
text-to-speech (TTS) that reads digital texts aloud. This adaptation may not help improve reading skills, but it allows the student to access the content of the books.