14 SES 12 A, Home-school-community Links
In my study, I decided to dismiss the prospect to see what is happening in the broader context of the learning process. A good school should be aware of your surroundings and cooperate with it in such a way that it contributes primarily to the development of the students, but also to the development of the local community. The essence of the development of both entities is the bilateral nature of cooperation. Only such a relationship between the school or institution and the local community can contribute to the mutual development.
The school and the environment are complementary to each other entities. Contemporary role of schools does not boil down solely to the education and upbringing of children, but also to influence the development of social potential of the local environment. The school has high strength impact on current and future citizens. Attitudes and values that children acquire in the educational process in many cases can also be implemented in their homes by their parents or guardians (even segregation of waste, and a healthy lifestyle). It is therefore important to the educational process was not conducted in isolation from reality, and drew and was based especially on local and readily available resources. For the full development of students the school should provide them with a space to discuss important local issues, solving local problems - to be an active and engaged citizen. While the surroundings should as much as possible to use the intellectual resources of school, discuss innovative solutions to engage young people in local activities, which in the future should lead to their active citizenship.
Many educational researchers, as well as international organizations (eg. OECD) undertake a number of studies, present and disseminate their results and valuable educational practice schedule to allow educational space in an efficient manner. Very interesting findings on learning presented by David Istance and Hanna Domont in chapter summarizing the book The Nature of Learning: Using Research to Inspire Practice [Dumont, Istance, Benavides, 2013, pp. 479-513]. The authors present the conditions to be satisfied by the learning environment (generally understood as the conditions under which learning takes place) to the process of extending them to be effective:
• focus on the students, as a principal participants in the learning process and encourage them to actively participate in this process and develop students' understanding of their own actions as learners.
• build on the social nature of learning and actively encourage the well-organized collaborative learning.
• take care of students' motivation and emotion as they play the important role in student achievement.
• take into account individual differences among students, including the previously acquired knowledge.
• work with the use of programs that for all students require hard work and posed a challenge, but does not have an excessive burden.
• use a clearly defined expectations and consistent with their assessment strategies, especially evaluating shaping, which have the greatest supports the learning process.
• should strongly promote the connection between the fields of both knowledge and school subjects as well as between the local community and the wider world.
The last point I took into account doing my research.
• Dumont, H., Istance, D. Benavides, F. (2010). The Nature of Learning: Using Research to Inspire Practice. OECD • Euridice European Unit (2002). Key Competencies. A developing concept in general compulsory Education. Eurydice. • Giddens, A. (2005). Sociology. Warsaw: PWN. • Kohlberg L. Mayer W. development as the goal of education. (a :) Kwieciński, Z., Witkowski, L. (ed.) (1993). Disputes about education. Warsaw: IB • Kozielecki, J. (2003). Psychological concepts of man. Warsaw: Zak Academic Publishers. • Kwieciński, Z., Śliwerski B. (ed.) (2006). Pedagogy Handbook Academic 2. Warsaw: PWN. • Kwieciński, Zbigniew (1995). Socjopatologia education. Olecko: Wydaw. Trans Humana University • Łuczyński, J. (2011). Educational management and education of students in the school. Krakow Jagiellonian University. • Mazurkiewicz, G. (2011). Educational Leadership. Responsible management of education to the challenges of the present. Krakow Jagiellonian University. • Taraszkiewicz, M. (1998). How to teach better? So, reflective practice in action. Warsaw: CODN • Pateman, T., Education [in:] W. Outhwaite, T. Bottomore: The Blackwell Dictionary of Twentieth Century Social Thought, Cambridge; Trim. by: first decade of independence. Trying to sociological synthesis, Edmund Wnuk-Lipinski, M. Ziolkowski (ed.), Institute of Political Studies, Warsaw 2001. • the United Nations. Development (2002). Poland on the way to a global information society. The Human Development Report. United Nations Development Programme. Development. Warsaw • Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962 / EC), http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ: L: 2006: 394: 0010: 0018: EN: PDF [2015-01-15] • Spitzer, M. (2012). How the brain learns. Warsaw: PWN • Żylińska, M. (2013). Neurodydaktyka or teaching and learning-friendly brain. Gdynia Island - Marian Chwastniewski Publishing and Educational Innovation Centre.
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