Thực trạng hoạt động xây dựng trường học an toàn ở một số trường tiểu học quận Ninh Kiều, thành phố Cần Thơ
Tóm tắt
Building safe schools is not only an urgent requirement to ensure the health and lives of students but also an important part of fundamental and comprehensive educational innovation. A safe learning environment helps realize the goals of innovating teaching methods, improving facilities, and comprehensively developing students' personalities. The article surveys the current status of safe school construction activities at primary schools in Ninh Kieu district, Can Tho city through a questionnaire with 185 managers and teachers. The results show that safe school construction activities are carried out regularly. However, the coordination between educational forces in this process has not been maintained regularly, mainly at an occasional level. This result requires educational managers to further promote the construction of safe schools with the regular combination of educational forces in this activity.
Tài liệu tham khảo
Ahmed, W. (2021). Community partnership contribution in meeting the requirements of safe schools in Egypt. Journal of Education, 2(190), 211-297.
AlKhaza leh, M. S., Obeidat, B. F., Abdel-Hadi, S., & Qaruty, R. A. (2023). The safe learning environment in the United Arab Emirates schools and its relationship to the development of creative thinking among students. Emerging Science Journal, 7(Special Issue), 172-188. http://dx.doi.org/10.28991/ESJ-2023-SIED2-014
Bộ GD-ĐT (2023). Thông tư số 18/2023/TT-BGDĐT ngày 26/10/2023 hướng dẫn xây dựng trường học an toàn, phòng, chống tai nạn thương tích trong cơ sở giáo dục phổ thông, cơ sở giáo dục thường xuyên.
Bucher, K. T., & Manning, M. L. (2005). Creating safe schools. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(1), 55-60.
Chính phủ (2017). Nghị định số 80/2017/NĐ-CP ngày 17/7/2017 quy định về môi trường giáo dục an toàn, lành mạnh, thân thiện, phòng chống bạo lực học đường.
Dunne, M., Sabates, R., Bosumtwi-Sam, C., & Owusu, A. (2013). Peer relations, violence and school attendance: Analyzes of bullying in senior high schools in Ghana. Journal of Development Studies, 49(2), 285-300. https://doi.org/10.1080/00220388.2012.671472
Haidari, S. M., & Karakuş, F. (2019). Safe learning environment perception scale (SLEPS): A validity and reliability study. International Journal of Assessment Tools in Education, 6(3), 444-460. https://dx.doi.org/10.21449/ ijate.550393
Kibriya, S., & Jones, G. (2021). The impact of a safe learning environment in schools on students’ learning outcomes: evidence from Tanzania. Quality Assurance in Education, 29(1), 15-28. https://doi.org/10.1108/QAE-11-2019-0124
Rusticus, S. A., Pashootan, T., & Mah, A. (2023). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 26(1), 161-175. https://doi.org/ 10.1007/s10984-022-09410-4
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
