مقاله انگلیسی رایگان در مورد چالش های ورود به محیط مدرسه چند فرهنگی – الزویر ۲۰۱۸

elsevier

 

مشخصات مقاله
ترجمه عنوان مقاله مدیریت مسئول و چالش های ورود به محیط مدرسه چند فرهنگی در اسلونی
عنوان انگلیسی مقاله Responsible management and challenges of inclusion in multicultural school environment in Slovenia
انتشار مقاله سال ۲۰۱۸
تعداد صفحات مقاله انگلیسی  ۱۰ صفحه
هزینه دانلود مقاله انگلیسی رایگان میباشد.
پایگاه داده نشریه الزویر
نوع نگارش مقاله
مقاله پژوهشی (Research Article)
مقاله بیس این مقاله بیس نمیباشد
نوع مقاله ISI
فرمت مقاله انگلیسی  PDF
ایمپکت فاکتور(IF)
۰ در سال ۲۰۱۵
شاخص H_index ۳۹ در سال ۲۰۱۹
شاخص SJR ۰٫۱۵۸ در سال ۲۰۱۵
شناسه ISSN ۱۸۷۷-۰۴۲۸
رشته های مرتبط  علوم اجتماعی، مدیریت
گرایش های مرتبط  جامعه شناسی، مدیریت دانش
نوع ارائه مقاله
ژورنال
مجله / کنفرانس  رویه – علوم اجتماعی و رفتاری_Procedia – Social and Behavioral Sciences
دانشگاه  International School for Social and Business Studies, Mariborska 7, 3000 Celje, Slovenia and University of Primorska, Faculty of Management, Cankarjeva 5, 6000 Koper, Slovenia
کلمات کلیدی  مدیریت مسئول، ورود به مدارس، رم و کودکان مهاجر، جامعه منسجم، محیط چند فرهنگی، سیاست های مدرسه و ملی، اسلونی
کلمات کلیدی انگلیسی responsible mangement; inclusion in schools; Roma and migrants children; cohesive society; multicultural environment; national and school policies; Slovenia
شناسه دیجیتال – doi
https://doi.org/10.1016/j.sbspro.2018.04.049
کد محصول  E12155
وضعیت ترجمه مقاله  ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید.
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فهرست مطالب مقاله:
Abstract

۱٫ Introduction – responsible management: from inclusion to social cohesion

۲٫ Inclusive education for Roma and migrants children – good practices and interventions

۳٫ Roma and migrants children at school – situation in Slovenia

۴٫ Pilot seminars/trainings and small scale research

۵٫ Conclusions

Acknowledgements

References

 

بخشی از متن مقاله:
Abstract

Education is a vital part of any social cohesion agenda because educational outcomes affect all dimensions of the social cohesion triangle (social inclusion – social capital – social mobility). In this paper, we are focusing on the integration of Roma and migrant children in schools and the activation of youth to help as volunteers. Although diversity is an opportunity to make schools more inclusive, creative and open-minded, inequality in education is highest among Roma and migrant children. Europe needs more efficient, but at the same time more inclusive and equitable education systems. In this respect, responsible school management has a key role in adapting learning environment to the specific mix of students and making it more inclusive. In the research part, we provide an evaluation of the seminars delivered in Slovenia (RoMigSc project). Almost three fourths of the respondents reported previous experience with specific methods of integrating Roma and migrant children into the learning environment. Most of the participants were teachers, school counsellors, social workers, public administrators and civil society activists /volunteers. Nearly half of them include volunteers in their activities. For the participants, the most valuable element of the seminars was the exchange of experience. They learned lessons which they liked the most, related to building social network with the inclusion of different levels of society and transfer of experience. As major suggestions for improvements of seminars, the participants listed more case studies and discussions.

۱٫ Introduction – responsible management: from inclusion to social cohesion

Inclusive education concept in only one dimension of a rights-based quality education, which emphasizes equity in access and participation, and responds positively to the individual learning needs and competencies of all children. Inclusive education is child-centered and places the responsibility of adaptation on the education system rather than the individual child. Together with other sectors and the wider community, it actively works to ensure that every child, irrespective of gender, language, ability, religion, nationality or other characteristics, is supported to meaningfully participate and learn alongside his/her peers, and develop to his/her full potential (Els, 2016; Mmball et all, 2015).

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