PRESS TO ALL READERS OF MY BLOG
for urgent reasons of study, I have to temporarily suspend the lessons of Education, will advise later when resume to be published.
Sorry for the inconvenience.
Greetings to you all e. .. See you soon.
Thursday, October 21, 2010
Death Anniversary Invitation Cards Wordings
COMMUNICATIONS COMMUNICATION PEDAGOGY
PRESS TO ALL READERS OF MY BLOG
for urgent reasons of study, I have to temporarily suspend the lessons of Education, will advise later when resume to be published.
Sorry for the inconvenience.
Greetings to you all e. .. See you soon.
PRESS TO ALL READERS OF MY BLOG
for urgent reasons of study, I have to temporarily suspend the lessons of Education, will advise later when resume to be published.
Sorry for the inconvenience.
Greetings to you all e. .. See you soon.
Monday, October 11, 2010
What Hair Product Will Make My Hair Look Messy
EDUCATION: Lesson 2 - The school as a conditioning factor.
2. THE SCHOOL AS A FACTOR OF AIR CONDITIONING.
By now it should not be disputed is the claim that the same school to produce negative consequences that aggravate the deficit situation and cultural development of disadvantaged children and accumulate other factors which produce their effects in the cultural and social context of class of membership.
It blames the school for both the content and methods that do not renew, both for its facilities, rather than leave the human resources of individuals, work focuses on discrimination and helps to maintain the basic inequalities of our social system.
"The schools operate primarily as agents of selection and certification, whose task is to measure and label people. They have to legitimize inequality, not create them" (G. Jencks).
Our school system is based on the principle of giving everyone the same opportunity, that is, formal equality. But tele criterion may be valid only if all subjects were from the same environment and come to school carrying hereditary information and skills spread evenly in each.
But this is impossible because people come to school with different characteristics and the school is unable to interpreter or even to understand them.
Bourdieu observes, "are favorites because the more fortunate among the most disadvantaged and underprivileged, it is necessary and sufficient for the school to ignore, in the broadcast content of education, methods and transmission techniques and evaluation criteria, inequalities between cultural children of different social classes. In other words, treating all students for unequal rights and duties in the school system tends to ratify the initial inequality in respect of the culture. " (P. Bourdieu).
The school operates independently of the origin of the individual and presents a culture that shapes the values of middle and upper classes to which it forces the students of other social classes to adapt to those values, on pain of failure at school.
Because of this mechanism, the school does not reduce the space of inequalities, but reaffirms them and legitimate them with the formulas of the exams, graduation, etc. ..
The academic success of an individual's social class is less than a success that will be paid with the loss of the original culture of this that is "assimilated" into the middle class, thereby losing the cultural connotations of class of origin.
From the above would seem to have to say that: the school is a mechanism for selection and that selection is the selection of school class.
"Data from numerous studies show that repeaters, dropouts, school expulsions, are found mainly in respect of working class boys of low socioeconomic status. So the school selection discriminatory way in socio-cultural and is heavier at school mandatory that you do not have higher academic levels. " (G. Petracchi)
In school, when you bring out the behaviors, skills and aspirations of students from social classes with those teachers, they tend to systematically frustrate the potential of young people of other origins. . (P. Padoa Schioppa)
Sometimes the discrimination is to be realized without a clear awareness by the teacher, who builds itself a stereotype of the ideal pupil under which carries out its teaching and the evaluation proceeds, the students, however, are different and only minimally meets the ideal that the teacher possesses.
Now discuss the forms and factors of school selection and discrimination.
The "rejection" it is surely the most obvious form.
"Rejected a student because insufficient in some regard, is not worthy of the school, because it must take into account the whole personality of the pupil, the pupil to help himself and his family to become aware, so that the boy could find better use its capabilities, with individual and social benefits. "(AP Caruso).
If you consider that schools should promote the educational development of the subject, it is inappropriate to reward or punish those who, more or less rapidly, has mastered certain content instrumental need, rather, to speak because everyone can overcome obstacles and difficulties that threaten the 'Full Training.
The selection, and also, has a dual effect on the pupils' first stigmatizes them as unfit and unable to follow the studies and then forces them to become part of a new class mates where, for the remarkable resistance to accept groups already structured, outsiders, tend to reject them. " (M. Livolsi).
The condition of the marginalized has reflected on the crucial subject that will end up feeling "less than others and will adapt to the situation as if it were the" product of nature ", therefore, show a similar role in society.
One should not think, though, that you fight in the school's inequality by eliminating any form of selection should take note that a responsible school selection, "not on the merits of society," rather than helping to accentuate social inequalities in school, can help equality in the workplace.
Another form of selection is not consistent with the educational goals is the "practice of differentiation of the school population" in groups or classes according to profit, social, etc. ..
It 's the English method of "streaming" (similar classes of profit for a particular field of study) that the school would assume the character of "ghettoization" a disadvantage due to cultural conditioning which they bear, pupils from socioeconomic econimici-downs. This method would not, yet, because the group was of insufficient stimulation that springs from the presence of people of different skill levels.
We will now examine the role of the teacher and to highlight the lack of neutrality that it assumes in relation to pupils different social backgrounds.
"Teachers tend to reward behavior typical of the middle class from which they themselves originate, thus influences that play a significant role failure secondary school pupils of low social class." (M. Barbagli - M. Of.)
It speaks well of "covert selection" and, the most striking "lies in the fact that the teacher tends to feel as natural and irremediable differences in capacity and performance, which are attributable instead to the social class and to the same school. Think of those teachers who so stubborn, complain to the "disadvantaged" lack of "good will" often, the student no profit because the school and the teacher will offer activities, language and goals that are understood by children of low social class. That appeal to the good will can also be seen as an escape from the responsibility of the teacher, who did not raise the question of what causes that produce low yielding. " (G. Petracchi).
Some students also fail to the expectation that teachers have towards them.
And 'the phenomenon of knowledge as "Pygmalion effect" for which "the people who have been pushed to expect good results from their students and children seem to: 1) create a warmer atmosphere socio emotional about their' special tools' (atmosphere) and 2) provide their students more feedback in relation to their performance, and 3) teach more, both quantitatively and qualitatively to those students (input) 4) give students more opportunities to meet and ask questions (output) ". (R. Rosenthal).
It is not enough, then, to have affection towards their children and devote their time and energy, "this needs to be done intelligently and responsibly. The goal is to achieve the promotion of human capabilities in each of the parties: it is an objective to be achieved in full for each of the students that can not be denied with a finding that, almost invariably, is spoiled approximation and understanding of the characteristics of personality. "(G. Petracchi).
________________________________
Under the Law of the Civil Code and the reproduction of these lessons or parts thereof by any means, electronic, mechanical, etc.., Except For Those Requiring it.
By now it should not be disputed is the claim that the same school to produce negative consequences that aggravate the deficit situation and cultural development of disadvantaged children and accumulate other factors which produce their effects in the cultural and social context of class of membership.
It blames the school for both the content and methods that do not renew, both for its facilities, rather than leave the human resources of individuals, work focuses on discrimination and helps to maintain the basic inequalities of our social system.
"The schools operate primarily as agents of selection and certification, whose task is to measure and label people. They have to legitimize inequality, not create them" (G. Jencks).
Our school system is based on the principle of giving everyone the same opportunity, that is, formal equality. But tele criterion may be valid only if all subjects were from the same environment and come to school carrying hereditary information and skills spread evenly in each.
But this is impossible because people come to school with different characteristics and the school is unable to interpreter or even to understand them.
Bourdieu observes, "are favorites because the more fortunate among the most disadvantaged and underprivileged, it is necessary and sufficient for the school to ignore, in the broadcast content of education, methods and transmission techniques and evaluation criteria, inequalities between cultural children of different social classes. In other words, treating all students for unequal rights and duties in the school system tends to ratify the initial inequality in respect of the culture. " (P. Bourdieu).
The school operates independently of the origin of the individual and presents a culture that shapes the values of middle and upper classes to which it forces the students of other social classes to adapt to those values, on pain of failure at school.
Because of this mechanism, the school does not reduce the space of inequalities, but reaffirms them and legitimate them with the formulas of the exams, graduation, etc. ..
The academic success of an individual's social class is less than a success that will be paid with the loss of the original culture of this that is "assimilated" into the middle class, thereby losing the cultural connotations of class of origin.
From the above would seem to have to say that: the school is a mechanism for selection and that selection is the selection of school class.
"Data from numerous studies show that repeaters, dropouts, school expulsions, are found mainly in respect of working class boys of low socioeconomic status. So the school selection discriminatory way in socio-cultural and is heavier at school mandatory that you do not have higher academic levels. " (G. Petracchi)
In school, when you bring out the behaviors, skills and aspirations of students from social classes with those teachers, they tend to systematically frustrate the potential of young people of other origins. . (P. Padoa Schioppa)
Sometimes the discrimination is to be realized without a clear awareness by the teacher, who builds itself a stereotype of the ideal pupil under which carries out its teaching and the evaluation proceeds, the students, however, are different and only minimally meets the ideal that the teacher possesses.
Now discuss the forms and factors of school selection and discrimination.
The "rejection" it is surely the most obvious form.
"Rejected a student because insufficient in some regard, is not worthy of the school, because it must take into account the whole personality of the pupil, the pupil to help himself and his family to become aware, so that the boy could find better use its capabilities, with individual and social benefits. "(AP Caruso).
If you consider that schools should promote the educational development of the subject, it is inappropriate to reward or punish those who, more or less rapidly, has mastered certain content instrumental need, rather, to speak because everyone can overcome obstacles and difficulties that threaten the 'Full Training.
The selection, and also, has a dual effect on the pupils' first stigmatizes them as unfit and unable to follow the studies and then forces them to become part of a new class mates where, for the remarkable resistance to accept groups already structured, outsiders, tend to reject them. " (M. Livolsi).
The condition of the marginalized has reflected on the crucial subject that will end up feeling "less than others and will adapt to the situation as if it were the" product of nature ", therefore, show a similar role in society.
One should not think, though, that you fight in the school's inequality by eliminating any form of selection should take note that a responsible school selection, "not on the merits of society," rather than helping to accentuate social inequalities in school, can help equality in the workplace.
Another form of selection is not consistent with the educational goals is the "practice of differentiation of the school population" in groups or classes according to profit, social, etc. ..
It 's the English method of "streaming" (similar classes of profit for a particular field of study) that the school would assume the character of "ghettoization" a disadvantage due to cultural conditioning which they bear, pupils from socioeconomic econimici-downs. This method would not, yet, because the group was of insufficient stimulation that springs from the presence of people of different skill levels.
We will now examine the role of the teacher and to highlight the lack of neutrality that it assumes in relation to pupils different social backgrounds.
"Teachers tend to reward behavior typical of the middle class from which they themselves originate, thus influences that play a significant role failure secondary school pupils of low social class." (M. Barbagli - M. Of.)
It speaks well of "covert selection" and, the most striking "lies in the fact that the teacher tends to feel as natural and irremediable differences in capacity and performance, which are attributable instead to the social class and to the same school. Think of those teachers who so stubborn, complain to the "disadvantaged" lack of "good will" often, the student no profit because the school and the teacher will offer activities, language and goals that are understood by children of low social class. That appeal to the good will can also be seen as an escape from the responsibility of the teacher, who did not raise the question of what causes that produce low yielding. " (G. Petracchi).
Some students also fail to the expectation that teachers have towards them.
And 'the phenomenon of knowledge as "Pygmalion effect" for which "the people who have been pushed to expect good results from their students and children seem to: 1) create a warmer atmosphere socio emotional about their' special tools' (atmosphere) and 2) provide their students more feedback in relation to their performance, and 3) teach more, both quantitatively and qualitatively to those students (input) 4) give students more opportunities to meet and ask questions (output) ". (R. Rosenthal).
It is not enough, then, to have affection towards their children and devote their time and energy, "this needs to be done intelligently and responsibly. The goal is to achieve the promotion of human capabilities in each of the parties: it is an objective to be achieved in full for each of the students that can not be denied with a finding that, almost invariably, is spoiled approximation and understanding of the characteristics of personality. "(G. Petracchi).
________________________________
Under the Law of the Civil Code and the reproduction of these lessons or parts thereof by any means, electronic, mechanical, etc.., Except For Those Requiring it.
Before And After Gingivectomy
: Lesson 2 - The school as a conditioning factor.
2. THE SCHOOL AS A FACTOR OF AIR CONDITIONING.
should not now be contested the claim which is the same school to produce negative consequences that aggravate the deficit situation and cultural development of disadvantaged children and accumulate other factors which produce their effects in the context of cultural and social-class membership.
It accuses the school for both the content and methods which are not renewed, both for its facilities, rather than leave the human resources of individuals, work focuses on discrimination and helps to maintain the basic inequalities of our social system.
"The schools operate primarily as agents of selection and certification, whose task is to measure and label people. They have to legitimize inequality, not create them" (G. Jencks).
Our school system is based on the principle of giving everyone the same opportunity, that is, formal equality. But tele criterion may be valid only if all subjects were from the same environment and come to school carrying hereditary information and skills spread evenly in each.
But this is impossible because people come to school with different characteristics and the school is unable to interpreter or even to understand them.
Bourdieu notes the "why are the most favored the less advantaged and disadvantaged, it is necessary and sufficient for the school to ignore, the content of education transmitted, methods and transmission techniques and evaluation criteria, cultural inequalities between children of different social classes. In other words, treating all students for unequal rights and duties in the school system tends to ratify the initial inequality in respect of the culture. "(P. Bourdieu).
The school operates independently of the origin of the individual and presents a culture that shapes the values \u200b\u200bof middle and upper classes to which it forces the students of other social classes to adapt to those values, on pain of failure at school.
Because of this mechanism, the school does not reduce the space of inequalities but reaffirms them and legitimate them with the formulas of exams, graduation, etc. ..
The academic success of a person of lower social class is a success that will be paid with the loss of the original culture of this that is "assimilated" into the middle class, thereby losing the cultural connotations of class of origin.
From the above would seem to have to say that: the school is a mechanism for selection and that selection is the selection of school class.
"Data from numerous studies show that repeaters, dropouts, school expulsions, are found mainly in respect of working class boys of low socioeconomic status. So the school selection discriminatory way in socio-cultural and heavier at the level of compulsory education that does not have a secondary school degree. "(G. Petracchi)
In school, while you enhance the attitudes, skills and aspirations of students from social classes to those of teachers, they tend to systematically frustrate the potential of young people of other origins.. (P. Padoa Schioppa)
Sometimes the discrimination is to be realized without a clear awareness by the teacher, who builds itself a stereotype of the ideal student according to which place the proceeds in their teaching and assessment, the students, however, are diverse and only partly coincide with the ideal that the teacher possesses.
now discuss ways and factors of school selection and discrimination.
The "rejection" it is surely the most obvious form.
"rejected a student because insufficient in some regard, is not worthy of the school, because it must take into account the whole personality of the pupil, the pupil to help himself and his family to become aware, so the boy can find the better use of its capabilities, with individual and social benefits. "(AP Caruso).
If you consider that schools should promote the educational development of the subject, it is inappropriate to reward or punish those who, more or less rapidly, it is mastered certain content instrumental need, rather, to speak because everyone can overcome obstacles and difficulties that threaten the integral personal development.
selection, and also, has a dual effect on the pupils' first stigmatizes them as unfit and unable to follow the studies and then forces them to become part of a new class mates where, for the remarkable resistance to accept groups, already structured, outsiders, tend to reject them. " (M. Livolsi).
The condition has sidelined determinants reflections on the subject that will end up feeling "less than others and will adapt to the situation as if it were" produced of nature ", therefore, show a similar role in society.
One should not think, though, that you fight in the school's inequality by eliminating any form of selection should take note that a responsible school selection," not on the merits of companies "rather than helping to accentuate social inequalities in the school, can foster equality in the workplace.
Another form of selection is not consistent with the educational goals is the" practice of differentiation of the school population "in groups or classes a consistent profit, social etc. ..
It 's the English method of "streaming" (similar classes of profit for a given field of study) that the school would assume the character of "ghettoization" a disadvantage due to cultural conditioning which they bear, pupils from low socio-econimici. This method would not, yet, because the group was of insufficient stimulation that springs from the presence of people of different skill levels.
We will now examine the role of the teacher and to highlight the lack of neutrality that it assumes in relation to pupils different social backgrounds.
"Teachers tend to reward behavior typical of the middle class from which they come themselves, thus generating constraints that play a role not a secondary school failure of students of low social class. "(M. Barbagli - M. Of.)
It speaks well of" covert selection "and, the most striking" lies in the fact that the teacher tends to feel as natural and irremediable differences in capacity and performance, which are attributable instead to the social class and to the same school. Think of those teachers who so stubborn, complain that the "disadvantaged" lack of "good will" often, the student will not profit because the school and the teacher will offer activities, language and goals that are understood by children low social class. That call to Goodwill can also be seen as an escape from the responsibility of the teacher, who did not raise the question of what causes that produce low yielding. "(G. Petracchi).
Some students also fail to the expectation that the teachers have them.
E 'the phenomenon of knowledge as "Pygmalion effect" for which "the people who have been pushed to expect good results from their students and children seem to: 1) create a social atmosphere warmer around the emotional their 'special tools' (ATM), 2) provide their students more feedback in relation to their performance, and 3) teach more, both quantitatively and qualitatively these students (input) 4) give students more opportunities to meet and ask questions (output). "(R. Rosenthal).
is not enough, then, to have affection toward their students and spend their time and energy, "this needs to be done intelligently and responsibly. The goal is to achieve the promotion of human capabilities in each of the parties: it is a goal that should be achieved in full for each of the students that can not be denied with a finding that, almost invariably, is spoiled approximation and understanding of the characters of personality. "(G. Petracchi).
________________________________
Under della legge e del codice civile รจ vietata la riproduzione di queste lezioni o parte di esse con qualsiasi mezzo, elettronico, meccanico ecc., fatto eccezione per chi ne richiede l’uso.
should not now be contested the claim which is the same school to produce negative consequences that aggravate the deficit situation and cultural development of disadvantaged children and accumulate other factors which produce their effects in the context of cultural and social-class membership.
It accuses the school for both the content and methods which are not renewed, both for its facilities, rather than leave the human resources of individuals, work focuses on discrimination and helps to maintain the basic inequalities of our social system.
"The schools operate primarily as agents of selection and certification, whose task is to measure and label people. They have to legitimize inequality, not create them" (G. Jencks).
Our school system is based on the principle of giving everyone the same opportunity, that is, formal equality. But tele criterion may be valid only if all subjects were from the same environment and come to school carrying hereditary information and skills spread evenly in each.
But this is impossible because people come to school with different characteristics and the school is unable to interpreter or even to understand them.
Bourdieu notes the "why are the most favored the less advantaged and disadvantaged, it is necessary and sufficient for the school to ignore, the content of education transmitted, methods and transmission techniques and evaluation criteria, cultural inequalities between children of different social classes. In other words, treating all students for unequal rights and duties in the school system tends to ratify the initial inequality in respect of the culture. "(P. Bourdieu).
The school operates independently of the origin of the individual and presents a culture that shapes the values \u200b\u200bof middle and upper classes to which it forces the students of other social classes to adapt to those values, on pain of failure at school.
Because of this mechanism, the school does not reduce the space of inequalities but reaffirms them and legitimate them with the formulas of exams, graduation, etc. ..
The academic success of a person of lower social class is a success that will be paid with the loss of the original culture of this that is "assimilated" into the middle class, thereby losing the cultural connotations of class of origin.
From the above would seem to have to say that: the school is a mechanism for selection and that selection is the selection of school class.
"Data from numerous studies show that repeaters, dropouts, school expulsions, are found mainly in respect of working class boys of low socioeconomic status. So the school selection discriminatory way in socio-cultural and heavier at the level of compulsory education that does not have a secondary school degree. "(G. Petracchi)
In school, while you enhance the attitudes, skills and aspirations of students from social classes to those of teachers, they tend to systematically frustrate the potential of young people of other origins.. (P. Padoa Schioppa)
Sometimes the discrimination is to be realized without a clear awareness by the teacher, who builds itself a stereotype of the ideal student according to which place the proceeds in their teaching and assessment, the students, however, are diverse and only partly coincide with the ideal that the teacher possesses.
now discuss ways and factors of school selection and discrimination.
The "rejection" it is surely the most obvious form.
"rejected a student because insufficient in some regard, is not worthy of the school, because it must take into account the whole personality of the pupil, the pupil to help himself and his family to become aware, so the boy can find the better use of its capabilities, with individual and social benefits. "(AP Caruso).
If you consider that schools should promote the educational development of the subject, it is inappropriate to reward or punish those who, more or less rapidly, it is mastered certain content instrumental need, rather, to speak because everyone can overcome obstacles and difficulties that threaten the integral personal development.
selection, and also, has a dual effect on the pupils' first stigmatizes them as unfit and unable to follow the studies and then forces them to become part of a new class mates where, for the remarkable resistance to accept groups, already structured, outsiders, tend to reject them. " (M. Livolsi).
The condition has sidelined determinants reflections on the subject that will end up feeling "less than others and will adapt to the situation as if it were" produced of nature ", therefore, show a similar role in society.
One should not think, though, that you fight in the school's inequality by eliminating any form of selection should take note that a responsible school selection," not on the merits of companies "rather than helping to accentuate social inequalities in the school, can foster equality in the workplace.
Another form of selection is not consistent with the educational goals is the" practice of differentiation of the school population "in groups or classes a consistent profit, social etc. ..
It 's the English method of "streaming" (similar classes of profit for a given field of study) that the school would assume the character of "ghettoization" a disadvantage due to cultural conditioning which they bear, pupils from low socio-econimici. This method would not, yet, because the group was of insufficient stimulation that springs from the presence of people of different skill levels.
We will now examine the role of the teacher and to highlight the lack of neutrality that it assumes in relation to pupils different social backgrounds.
"Teachers tend to reward behavior typical of the middle class from which they come themselves, thus generating constraints that play a role not a secondary school failure of students of low social class. "(M. Barbagli - M. Of.)
It speaks well of" covert selection "and, the most striking" lies in the fact that the teacher tends to feel as natural and irremediable differences in capacity and performance, which are attributable instead to the social class and to the same school. Think of those teachers who so stubborn, complain that the "disadvantaged" lack of "good will" often, the student will not profit because the school and the teacher will offer activities, language and goals that are understood by children low social class. That call to Goodwill can also be seen as an escape from the responsibility of the teacher, who did not raise the question of what causes that produce low yielding. "(G. Petracchi).
Some students also fail to the expectation that the teachers have them.
E 'the phenomenon of knowledge as "Pygmalion effect" for which "the people who have been pushed to expect good results from their students and children seem to: 1) create a social atmosphere warmer around the emotional their 'special tools' (ATM), 2) provide their students more feedback in relation to their performance, and 3) teach more, both quantitatively and qualitatively these students (input) 4) give students more opportunities to meet and ask questions (output). "(R. Rosenthal).
is not enough, then, to have affection toward their students and spend their time and energy, "this needs to be done intelligently and responsibly. The goal is to achieve the promotion of human capabilities in each of the parties: it is a goal that should be achieved in full for each of the students that can not be denied with a finding that, almost invariably, is spoiled approximation and understanding of the characters of personality. "(G. Petracchi).
________________________________
Under della legge e del codice civile รจ vietata la riproduzione di queste lezioni o parte di esse con qualsiasi mezzo, elettronico, meccanico ecc., fatto eccezione per chi ne richiede l’uso.
Green Card After Welcome Letter 2010
EDUCATION: Lesson 2 - The school as a determining factor.
second The school as a factor of air conditioners.
Now it should not be denied is the claim that the same school to avoid adverse effects that complicate the deficit and cultural development of disadvantaged children and accumulate other factors, their effects on cultural and social context class of membership create.
It makes the school for both the content and methods that extend not do both for the facilities rather than the human resources of the individual, the work focuses on discrimination and helps to support the fundamental inequalities of our social system.
"The schools are working primarily as a means of selection and certification, whose job it is to measure and label people. You have to legitimize the inequalities, not create" (G. Jencks).
Our school system is on the principle of everyone the same opportunities, that is, formal equality is based. But Tele criterion may be valid only if all subjects were from the same environment and come to school carrying genetic information and skills evenly spread in each.
But this is impossible, because people come to school with different properties and the school is no interpreter or even understand them.
Bourdieu observes, "are the favorites, because the more fortunate among the most disadvantaged and underprivileged, it is to ignore both necessary and sufficient for the school, the program content of education, methods, and transmission techniques and evaluation criteria, the inequalities between cultural children of different social strata. In other words, the treatment of all students for unequal rights and obligations in the school system tends to ratify the original inequality in terms of culture. "(P. Bourdieu).
School operates independently of the origin of humans, a culture that values \u200b\u200bthe middle and upper classes forms, which he with students of other social classes to adjust these values, under the threat of school failure forces.
Through this mechanism does not reduce the school to the area of \u200b\u200binequalities, but confirmed she and legitimate, with the formulas of the tests, promotions, etc. ..
The academic success of individual social class is less than a success that with the loss of the original culture of this that "assimilated" is in the middle layer, then lose the cultural connotations of class origin are paid.
From the above seems to say: The school is a mechanism for the selection and the selection is the selection of the classroom.
"Data from numerous studies show that repeaters, dropouts, school expulsions found, particularly in relation to working class boys of low socioeconomic status. So the school selection discriminatory manner in socio-cultural and is heavier mandatory in the school, or that you do not have higher academic level. "(G. Petracchi)
In school, when you put the behaviors, skills and aspirations of students from social classes with the teachers, they tend to systematically destroy the potential of young people from other backgrounds . . (P. Padoa Schioppa)
Sometimes the discrimination is without a clear awareness of the teacher, which is itself a stereotype of the ideal student, under which carries out its teaching and the evaluation is based proceeds are realized, the students are, however, and only minimal were fulfilled, that the teacher has.
now discuss the forms and factors of school selection and discrimination.
The "rejection" is certainly the most obvious form.
"Rejected because not enough students in some respects, is not worthy of the school because they must be taken into account the whole personality of the student, the student to become aware of himself and his family, so the boy could make better use can be found using his skills with individual and societal benefits. "(AP Caruso).
when you consider that schools promote the educational development of the subject, it is inappropriate to reward or punish those who have more or less rapidly, certain content has mastered instrumental, but to speak, because all obstacles and difficulties can be overcome, that threaten the 'Full Training.
The selection, and also has a dual effect on the students' first they stigmatized as inadequate and unable to follow the studies and then forcing they become part of a new class mates, find acceptance for the remarkable resistance groups already structured, outsiders tend to reject it. "(M. Livolsi).
The condition of the marginalized to the crucial issue that will end up feeling" less than others, and the situation as if it were to adapt a product of nature "has resisted, so show a similar role in society.
One should not believe, however, that to fight inequality in school by, any form of selection to note that a responsible school selection, "not on the substance of society", instead of helping the social inequalities in school stress, can help workplace equality.
Another form of selection is not consistent with the educational objectives of the "practice of differentiation of the students' into groups or classes for profit, social, etc. ..
It is the English method is the "streaming" (similar to classes of income for a particular field of study) that the school would be the character of "ghettoization" of a disadvantage due to cultural conditioning that they carry, that students take on socio-economic econimici- downs. This method would not, however, since the group was insufficient stimulation, which springs from the presence of people of different Difficulty.
We will now examine the role of teachers and lack of neutrality, it assumes in relation to pupils from different social backgrounds to highlight.
"Teachers tend to the behavior typical of the middle class, they are themselves, so that influences an important role in the failure to reward high school students play the low social class." (M. Barbagli. - M. Of)
spoke of "covert selection" and the most obvious "lies in the fact that instead of teachers as a natural and incurable differences in capacity and performance, due to social class and feel rather to the same school. Think of those teachers who so persistently complaining "disadvantaged" lack of "good will" often, students do not win because the school and the teachers provide the activities, language and objectives understood by children of low social class. The appeal to the good will can also serve as an escape from the responsibility of the teacher who does not rise to the question of what causes that produce low yield can be seen. "(G. Petracchi).
Some students even the expectation that teachers have towards them.
And" have urged the phenomenon of knowledge as the "Pygmalion effect" for the "people to get good expect results from their students and children seem to: 1) a warmer atmosphere socio-emotional 2 on their "special tools" (atmosphere) and) their students more feedback to offer in terms of their performance, and 3) more teachers, both quantitatively and qualitatively students (input) 4) make the students more opportunities to ask questions, and (output). "(R. Rosenthal).
It is not enough, to have affection for their children and devote their time and energy "that must be done intelligently and responsibly, the objective is the promotion of human capabilities to achieve in each of the parties. It is an objective in its Scope for each of the students who can not be achieved refused with the statement that ruined almost always approach and understanding of the characteristics of personality. "(G. Petracchi).
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electronically According to the law of the Civil Code and the reproduction of these lessons or parts thereof in any manner, mechanically, etc.., Except that it functions.
Now it should not be denied is the claim that the same school to avoid adverse effects that complicate the deficit and cultural development of disadvantaged children and accumulate other factors, their effects on cultural and social context class of membership create.
It makes the school for both the content and methods that extend not do both for the facilities rather than the human resources of the individual, the work focuses on discrimination and helps to support the fundamental inequalities of our social system.
"The schools are working primarily as a means of selection and certification, whose job it is to measure and label people. You have to legitimize the inequalities, not create" (G. Jencks).
Our school system is on the principle of everyone the same opportunities, that is, formal equality is based. But Tele criterion may be valid only if all subjects were from the same environment and come to school carrying genetic information and skills evenly spread in each.
But this is impossible, because people come to school with different properties and the school is no interpreter or even understand them.
Bourdieu observes, "are the favorites, because the more fortunate among the most disadvantaged and underprivileged, it is to ignore both necessary and sufficient for the school, the program content of education, methods, and transmission techniques and evaluation criteria, the inequalities between cultural children of different social strata. In other words, the treatment of all students for unequal rights and obligations in the school system tends to ratify the original inequality in terms of culture. "(P. Bourdieu).
School operates independently of the origin of humans, a culture that values \u200b\u200bthe middle and upper classes forms, which he with students of other social classes to adjust these values, under the threat of school failure forces.
Through this mechanism does not reduce the school to the area of \u200b\u200binequalities, but confirmed she and legitimate, with the formulas of the tests, promotions, etc. ..
The academic success of individual social class is less than a success that with the loss of the original culture of this that "assimilated" is in the middle layer, then lose the cultural connotations of class origin are paid.
From the above seems to say: The school is a mechanism for the selection and the selection is the selection of the classroom.
"Data from numerous studies show that repeaters, dropouts, school expulsions found, particularly in relation to working class boys of low socioeconomic status. So the school selection discriminatory manner in socio-cultural and is heavier mandatory in the school, or that you do not have higher academic level. "(G. Petracchi)
In school, when you put the behaviors, skills and aspirations of students from social classes with the teachers, they tend to systematically destroy the potential of young people from other backgrounds . . (P. Padoa Schioppa)
Sometimes the discrimination is without a clear awareness of the teacher, which is itself a stereotype of the ideal student, under which carries out its teaching and the evaluation is based proceeds are realized, the students are, however, and only minimal were fulfilled, that the teacher has.
now discuss the forms and factors of school selection and discrimination.
The "rejection" is certainly the most obvious form.
"Rejected because not enough students in some respects, is not worthy of the school because they must be taken into account the whole personality of the student, the student to become aware of himself and his family, so the boy could make better use can be found using his skills with individual and societal benefits. "(AP Caruso).
when you consider that schools promote the educational development of the subject, it is inappropriate to reward or punish those who have more or less rapidly, certain content has mastered instrumental, but to speak, because all obstacles and difficulties can be overcome, that threaten the 'Full Training.
The selection, and also has a dual effect on the students' first they stigmatized as inadequate and unable to follow the studies and then forcing they become part of a new class mates, find acceptance for the remarkable resistance groups already structured, outsiders tend to reject it. "(M. Livolsi).
The condition of the marginalized to the crucial issue that will end up feeling" less than others, and the situation as if it were to adapt a product of nature "has resisted, so show a similar role in society.
One should not believe, however, that to fight inequality in school by, any form of selection to note that a responsible school selection, "not on the substance of society", instead of helping the social inequalities in school stress, can help workplace equality.
Another form of selection is not consistent with the educational objectives of the "practice of differentiation of the students' into groups or classes for profit, social, etc. ..
It is the English method is the "streaming" (similar to classes of income for a particular field of study) that the school would be the character of "ghettoization" of a disadvantage due to cultural conditioning that they carry, that students take on socio-economic econimici- downs. This method would not, however, since the group was insufficient stimulation, which springs from the presence of people of different Difficulty.
We will now examine the role of teachers and lack of neutrality, it assumes in relation to pupils from different social backgrounds to highlight.
"Teachers tend to the behavior typical of the middle class, they are themselves, so that influences an important role in the failure to reward high school students play the low social class." (M. Barbagli. - M. Of)
spoke of "covert selection" and the most obvious "lies in the fact that instead of teachers as a natural and incurable differences in capacity and performance, due to social class and feel rather to the same school. Think of those teachers who so persistently complaining "disadvantaged" lack of "good will" often, students do not win because the school and the teachers provide the activities, language and objectives understood by children of low social class. The appeal to the good will can also serve as an escape from the responsibility of the teacher who does not rise to the question of what causes that produce low yield can be seen. "(G. Petracchi).
Some students even the expectation that teachers have towards them.
And" have urged the phenomenon of knowledge as the "Pygmalion effect" for the "people to get good expect results from their students and children seem to: 1) a warmer atmosphere socio-emotional 2 on their "special tools" (atmosphere) and) their students more feedback to offer in terms of their performance, and 3) more teachers, both quantitatively and qualitatively students (input) 4) make the students more opportunities to ask questions, and (output). "(R. Rosenthal).
It is not enough, to have affection for their children and devote their time and energy "that must be done intelligently and responsibly, the objective is the promotion of human capabilities to achieve in each of the parties. It is an objective in its Scope for each of the students who can not be achieved refused with the statement that ruined almost always approach and understanding of the characteristics of personality. "(G. Petracchi).
________________________________
electronically According to the law of the Civil Code and the reproduction of these lessons or parts thereof in any manner, mechanically, etc.., Except that it functions.
Tuesday, October 5, 2010
Quaker Parrots For Sale In Reno Nv
Pedagogia: 2 ° Argomento - Lezione 1 - Concetto disadattamento Tues.
Dopo la pausa estiva, riprendiamo nelle lezioni settimanali ad analizzare i vari Argomenti, con l'Intento Tues avviare Nuovamente uno scambio con tutti voi idee Tues.
"DISADATTAMENTO SOCIALE AND SCHOOL
1. CONCEPT mismatching
"... The mismatch is primarily a 'style' of behavior that expresses the child's attitude towards the environment with which it comes into contact" (P. Parent - C. Gonnet). For the environment, in this case means everything with which the subject is in contact with the family, at school, in society.
For this reason, the maladaptive behavior may disrupt the relationship with people, teachers and children, but also with the school authority in rejecting the same culture as demonstrated by some failures that seem to want.
"It seems at first sight that the abnormal behavior is a misfit. However, normal does not make sense except in the context of a rule which differs ... .. Maladjustment and customization are notions 'relative'. In fact, the ability to adapt, vary depending on the needs of different environments "(P. Parent - C. Gonnet).
mismatching can be seen well integrated into the school family and this is because the school environment presents many variations: "The level of studies, the personality of the teacher, the quality of the group of children who make up the class create a different 'acceptability'. The child itself, its experiences, its socio-cultural attitudes and the environment on the other hand determine its potential for adaptation "(P. Parent - C. Gonnet).
behavior therefore has no absolute value but is reminiscent of the environment in which it implements the same environment gives it a meaning which causes the subject to a positive or negative evaluation of its initial mode of behavior. There are so maladjusted in and of itself, without a relationship with the characteristics mesologiche.
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Under the Law of the Civil Code and the reproduction of these lessons or parts thereof by any means, elettronico, meccanico ecc., fatto eccezione per chi ne richiede l’uso.
"DISADATTAMENTO SOCIALE AND SCHOOL
1. CONCEPT mismatching
"... The mismatch is primarily a 'style' of behavior that expresses the child's attitude towards the environment with which it comes into contact" (P. Parent - C. Gonnet). For the environment, in this case means everything with which the subject is in contact with the family, at school, in society.
For this reason, the maladaptive behavior may disrupt the relationship with people, teachers and children, but also with the school authority in rejecting the same culture as demonstrated by some failures that seem to want.
"It seems at first sight that the abnormal behavior is a misfit. However, normal does not make sense except in the context of a rule which differs ... .. Maladjustment and customization are notions 'relative'. In fact, the ability to adapt, vary depending on the needs of different environments "(P. Parent - C. Gonnet).
mismatching can be seen well integrated into the school family and this is because the school environment presents many variations: "The level of studies, the personality of the teacher, the quality of the group of children who make up the class create a different 'acceptability'. The child itself, its experiences, its socio-cultural attitudes and the environment on the other hand determine its potential for adaptation "(P. Parent - C. Gonnet).
behavior therefore has no absolute value but is reminiscent of the environment in which it implements the same environment gives it a meaning which causes the subject to a positive or negative evaluation of its initial mode of behavior. There are so maladjusted in and of itself, without a relationship with the characteristics mesologiche.
_________________________________________
Under the Law of the Civil Code and the reproduction of these lessons or parts thereof by any means, elettronico, meccanico ecc., fatto eccezione per chi ne richiede l’uso.
How Much Does A Quinceanera Cost In Houston Texas
EDUCATION: 2nd Topic - Lesson 1 - The concept of maladjustment.
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Under Law and the Civil Code prohibited the reproduction of these lessons or parts thereof by any means, electronic, mechanical, etc.. Except for those Requiring it. 
After the summer break, we continue to analyze the weekly classes in various subjects, with the intent to restart an exchange of ideas with you all.
"Social maladjustment and school"
1. CONCEPT mismatching
"... The mismatch is primarily a 'style' of behavior that expresses the attitude of the child in the environment with which it comes into contact" (P. Parent - C. Gonnet). For the environment, in this case means everything with which the subject is in contact with the family, at school, in society.
For that reason, the maladaptive behavior may disrupt the relationship with people, teachers and children, but also with the school authorities in the same cultural rejection as demonstrated by some failures that seem to want.
"It seems at first sight that the abnormal behavior is a misfit. However, normal does not make sense except in the context of a rule which differs ... .. Maladjustment and customization are notions 'relative'. In fact, the ability to adapt, vary depending on the needs of different environments "(P. Parent - C. Gonnet).
You may notice mismatching school well placed in the family and this is because the school environment presents many variations: "The level of studies, the personality of the teacher, the quality of the group of children who make up the class create a different 'acceptability '. The child itself, its experiences, its socio-cultural attitudes and the environment on the other hand determine its potential for adaptation "(P. Parent - C. Gonnet).
Behavior therefore has no absolute value but is reminiscent of the environment in which it implements the same environment gives it a meaning which causes the subject to a positive or negative evaluation of its initial mode of behavior. There are so maladjusted in and of itself, without a relationship with the characteristics mesologiche.
"Social maladjustment and school"
1. CONCEPT mismatching
"... The mismatch is primarily a 'style' of behavior that expresses the attitude of the child in the environment with which it comes into contact" (P. Parent - C. Gonnet). For the environment, in this case means everything with which the subject is in contact with the family, at school, in society.
For that reason, the maladaptive behavior may disrupt the relationship with people, teachers and children, but also with the school authorities in the same cultural rejection as demonstrated by some failures that seem to want.
"It seems at first sight that the abnormal behavior is a misfit. However, normal does not make sense except in the context of a rule which differs ... .. Maladjustment and customization are notions 'relative'. In fact, the ability to adapt, vary depending on the needs of different environments "(P. Parent - C. Gonnet).
You may notice mismatching school well placed in the family and this is because the school environment presents many variations: "The level of studies, the personality of the teacher, the quality of the group of children who make up the class create a different 'acceptability '. The child itself, its experiences, its socio-cultural attitudes and the environment on the other hand determine its potential for adaptation "(P. Parent - C. Gonnet).
Behavior therefore has no absolute value but is reminiscent of the environment in which it implements the same environment gives it a meaning which causes the subject to a positive or negative evaluation of its initial mode of behavior. There are so maladjusted in and of itself, without a relationship with the characteristics mesologiche.
______________________________________________
Under Law and the Civil Code prohibited the reproduction of these lessons or parts thereof by any means, electronic, mechanical, etc.. Except for those Requiring it.
Chest Or Throat Sitting By Women
EDUCATION: 2 Topic - Lesson 1 - The concept of the mismatch.
goes after the summer break, on to the weekly classes in various subjects analyzed, with the intention of starting an exchange of ideas with you all.
"social maladjustment and school
first CONCEPT inappropriate
"... The discrepancy is mainly a" style "of behavior, the attitude of the child in the environment, with which it comes into contact, press" (p. Parent - C. Gonnet). For the environment in this case with everything, the subject is in contact with the family, at school, in society.
can therefore disrupt the inappropriate behavior demonstrates the relationship with the people, teachers and children but also with the school board in the same cultural rejection by some failures, which seem to be desired.
"It seems at first sight that the abnormal behavior is an outsider. However, normal does not make sense except in the context of a system that is different ... .. mismatches and individually are terms" relative ". In fact, the ability to adapt to vary on the needs of different environments "(p. Parent - C. Gonnet) dependent.
you may find inappropriate school placed well in the family and this is because the school environment presents many variations: "The level of studies, the personality of the teacher, the quality of a group of children who make the class a different" acceptance '. Determine the child himself, his experience, his socio-cultural attitudes and the environment on the other hand, their potential for adaptation. "(P. Parent - C. Gonnet)
behavior therefore has no absolute value, but is reminiscent of the environment in which it implements the same environment, there is a meaning that object causes a positive or negative feedback its original mode of behavior. There are so maladjusted in and of itself, without mesologiche a relationship with the characteristics.
"social maladjustment and school
first CONCEPT inappropriate
"... The discrepancy is mainly a" style "of behavior, the attitude of the child in the environment, with which it comes into contact, press" (p. Parent - C. Gonnet). For the environment in this case with everything, the subject is in contact with the family, at school, in society.
can therefore disrupt the inappropriate behavior demonstrates the relationship with the people, teachers and children but also with the school board in the same cultural rejection by some failures, which seem to be desired.
"It seems at first sight that the abnormal behavior is an outsider. However, normal does not make sense except in the context of a system that is different ... .. mismatches and individually are terms" relative ". In fact, the ability to adapt to vary on the needs of different environments "(p. Parent - C. Gonnet) dependent.
you may find inappropriate school placed well in the family and this is because the school environment presents many variations: "The level of studies, the personality of the teacher, the quality of a group of children who make the class a different" acceptance '. Determine the child himself, his experience, his socio-cultural attitudes and the environment on the other hand, their potential for adaptation. "(P. Parent - C. Gonnet)
behavior therefore has no absolute value, but is reminiscent of the environment in which it implements the same environment, there is a meaning that object causes a positive or negative feedback its original mode of behavior. There are so maladjusted in and of itself, without mesologiche a relationship with the characteristics.
__________________________________
Under Law and the Civil Code prohibited the reproduction of these lessons or parts thereof, by any means, electronic, mechanical, etc.. Except for the tasks it.
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