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Preferential promoters of the concept of personal responsibility (or some popularization thereof) may include (for example) parents, [4] managers, [5] politicians, [6] technocrats, [7] large-group awareness trainings (LGATs), [8] and religious groups.
That student satisfied his need to exert responsibility (an expectation) before “conforming." ... We need that same directive to take actions toward personal safety, school safety, and community ...
The general attitude of college students towards online civic responsibility, engagement, learning, and expression is positive. The government may consider the option of strengthening the sense of autonomy of college students in performing their civic duties in reducing the inequalities that currently exist in the K-12 education system. [42]
[41] They adduce that for this purpose schools must encourage ethical behavior and personal responsibility. In order to achieve these goals schools must allow students the three great freedoms—freedom of choice, freedom of action and freedom to bear the results of action—that constitute personal responsibility. [42]
A student leader is any student who influences their peers in a positive manner. A student leader acts beyond their standard academic responsibilities in ways that influence their school or community. Leadership can be developed in students of any age. At the elementary age, leadership skills can help young students navigate lifestyle occurrences.
(4) “displacement of responsibility” - "I was just following the orders of my superiors" -is an example of this. (5) “diffusion of responsibility” distributed the accountability from one person to an poorly-defined group. (6) “distortion of consequences” misrepresents the effects of the act as not significant.
The earliest manifestation of student development theory—or tradition—in Europe was in loco parentis. [7] Loosely translated, this concept refers to the manner in which children's schools acted on behalf of and in partnership with parents for the moral and ethical development and improvement of students' character development.
The gradual release of responsibility (GRR) model is a structured method of pedagogy centred on devolving responsibility within the learning process from the teacher to the learner. This approach requires the teacher to initially take on all the responsibility for a task, transitioning in stages to the students assuming full independence in ...