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Thematische Bibliographien / Junior high school yearbooks / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Junior high school yearbooks“

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Veröffentlicht am 26. Juli 2024

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1

Liang, Weihong, und Changsong Ma. „Modelling the Spatial Distribution Differences of Compulsory Education Resource“. Discrete Dynamics in Nature and Society 2021 (18.10.2021): 1–8. http://dx.doi.org/10.1155/2021/8342789.

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This paper aimed to explore the difference in the spatial distribution of compulsory education resource allocation. Raw data were collected from the 2020 China Statistical Yearbook (county/district level) and Guangxi Province Statistical Yearbook of China. Data analysis was conducted using the entropy method, comprehensive evaluation method, K-means clusters analysis, analysis of variance, and spatial statistical analysis (Moran’s I index). It was determined that there were significant differences in the spatial distribution of compulsory education. The equilibrium degree to mandatory education resource allocation was divided into three classes: high level, medium level, and low level, and each class presented a spatial aggregation effect in the spatial distribution. Compared with the primary schools, the equilibrium degree of junior secondary school was higher. However, the equilibrium fluctuation of junior secondary schools was more significant among different counties/districts. The equilibrium of educational resources of junior secondary schools in the urban areas was higher than that in the rural areas, but there was no significant difference for the primary school.

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2

Martinson, David L. „High School “Student” Yearbooks: Extracurricular Priorities Gone Awry“. Educational Forum 61, Nr. 2 (30.06.1997): 140–44. http://dx.doi.org/10.1080/00131729709335244.

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3

D’Ignazio, Catherine. „High School Yearbooks: Using and Preserving The Record“. Pennsylvania Magazine of History and Biography 141, Nr. 3 (Oktober 2017): 376–81. http://dx.doi.org/10.1353/pmh.2017.a686446.

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4

Meadors, Larry, Mike Scholl und John Rudolph. „JUNIOR HIGH SCHOOL: Metcalf Junior High School Strength Training Program“. National Strength & Conditioning Association Journal 15, Nr. 4 (1993): 68. http://dx.doi.org/10.1519/0744-0049(1993)015<0068:mjhsst>2.3.co;2.

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5

Akasaka, Yoshiaki, Masaaki Hiroshima und Tsuyoshi Sadano. „Dokkyo Junior High School and High School“. JOURNAL OF THE ILLUMINATING ENGINEERING INSTITUTE OF JAPAN 84, Nr. 4 (2000): 237–38. http://dx.doi.org/10.2150/jieij1980.84.4_237.

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6

Catherine D'Ignazio. „High School Yearbooks: Using and Preserving The Record“. Pennsylvania Magazine of History and Biography 141, Nr. 3 (2017): 376. http://dx.doi.org/10.5215/pennmaghistbio.141.3.0376.

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7

TSUGAWA, Hideo, und Ayumi TAKAMOTO. „School connectedness of junior high school students.“ Proceedings of the Annual Convention of the Japanese Psychological Association 77 (19.09.2013): 1PM—115–1PM—115. http://dx.doi.org/10.4992/pacjpa.77.0_1pm-115.

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8

Nuraini, Lilik. „COMPARATIVE ANALYSIS OF INTERLANGUAGE ERRORS MADE BY JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL“. Pedagogy : Journal of English Language Teaching 5, Nr. 2 (02.01.2018): 120. http://dx.doi.org/10.32332/pedagogy.v5i2.939.

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This study deals with the comparative analysis of interlanguage errors made by Junior High School and Senior High School. The objective of this research is to identify the types of interlanguage errors made by the Junior High School and Senior High School. The similarities and the differences of interlanguage error made by Junior High School and Senior High School, and the extend do the native language and the target language influence the student interlanguage system. The data are students’ errors in writing. The erroneous sentences are taken from 40 pieces of the junior high school students’ writing, and 40 pieces of the senior high school students’ writing. The data analyzed qualitatively, especially in using Error analysis Framework. The results indicate that the interlanguage errors made by Junior High School and Senior High School have the similarities and differences. The similarities of interlanguage errors that found by researcher are: wrong spelling of word, the use of Indonesian word, and omission of bond morpheme‘s/es’ as the plural marker. The researcher found ‘the wrong spelling of word, the use of Indonesian word, and omission of bond morpheme ‘s/es as the plural marker” in Junior High School, in Senior High School composition. The differences of interlanguage error made by Junior High School and Senior High School as follow: the use of V-ing for past event in Junior High school, it is not found in Senior high school composition. The errors that found in Senior High School, such as: False friend, Additional apostrophe (’s) is not appropriate, Additional‘s’ as Singular Marker, Omission of preposition, The use of singular noun for plural noun, The use of subjective pronouns for objective pronouns, and Omission of Article (a,an,the) , these errors are not found in Junior High School composition. There are two influences in students’ English namely influenced by first language and influenced by target language; the most dominant influence in students’ interlanguage in Junior high school and Senior high school is influenced by the target language. It can be seen from the percentages of it, 85, 71% in Junior High School and 85, 71% in Senior High School composition.

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9

Vidaurre, Edward. „Junior High School Biology Teacher“. English Journal 110, Nr. 4 (01.03.2021): 82. http://dx.doi.org/10.58680/ej202131139.

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10

Milaturokhah, Nina, und Muhammad Yoga Nugraha. „Guidance And Counseling In Junior High School (SMP) And High School (SMA)“. Asesment : Journal Of Counseling Guidance 1, Nr. 1 (26.06.2023): 29–33. http://dx.doi.org/10.59784/journalofcounselingguidance.v1i1.5.

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This study aims to describe Guidance and Counseling (BK) held in Junior High School (SMP) and Senior High School (SMA). The results showed: (1) Junior High School (SMP), (2) Senior High School (SMA), (3) guidance and counseling, (4) material and equipment for secondary school guidance and counseling. Guidance and counseling students are expected to understand to realize the goals of guidance and counseling optimally.

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11

Lueck, Amy J. „“Classbook Sense”: Genre and Girls’ School Yearbooks in the Early-Twentieth-Century American High School“. College English 79, Nr. 4 (01.03.2017): 381–406. http://dx.doi.org/10.58680/ce201728972.

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In the early twentieth century, students produced and used a variety of texts to commemorate their school experiences and foster a sense of community among themselves. Through the compositional practices and values associated with these texts“particularly those of school literary annuals and memory books”the genre of the modern school yearbook emerged. This article draws on primary sources to trace the emergence of the yearbook as a form and practice at one Louisville high school for girls, where yearbooks both reflected and shaped the experience of high school for students who manifest complex genre knowledge and identity work in their compilations and inscriptions.

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12

Tsugawa, Hideo, und Ayumi Takamoto. „School connectedness of junior high school students (2)“. Proceedings of the Annual Convention of the Japanese Psychological Association 78 (10.09.2014): 1EV—2–028–1EV—2–028. http://dx.doi.org/10.4992/pacjpa.78.0_1ev-2-028.

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13

Shimizu, Masayuki, Yoshihiro Yasuda und Tetsunori Tanaka. „On Latent School Refusal in Junior High School“. Psychiatry and Clinical Neurosciences 40, Nr. 1 (März 1986): 5–12. http://dx.doi.org/10.1111/j.1440-1819.1986.tb01607.x.

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14

NAKAZAWA, Wataru. „Is High School Admission Using Junior High School Recommendations Successful?“ Journal of Educational Sociology 70 (2002): 203–23. http://dx.doi.org/10.11151/eds1951.70.203.

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15

OHNO, Hiroyuki. „Science Seminars for High School and Junior High School Students“. Kobunshi 57, Nr. 4 (2008): 233–34. http://dx.doi.org/10.1295/kobunshi.57.233.

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16

Tran Thi Le, Thu, Ai Nguyen Thi Nhan, Thuy Pham Thi Dieu und Van Nguyen Thi. „Psychological difficulties & school psychology support for Junior high school & High school students in Ho Chi Minh City“. Journal of Science Educational Science 65, Nr. 9 (September 2020): 69–80. http://dx.doi.org/10.18173/2354-1075.2020-0094.

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This study aims to survey the state of psychological health, specifically the psychological difficulties of 231 junior high school and high school students in Ho Chi Minh City (111 high school pupils & 120 junior high school pupils) through a self-report survey on those areas: (1) Study; (2) Psychophysiological development; (3) Communication with friends; (4) Communication with parents; (5) Communication with teachers. 111 high schoolersalso completed one more area, which is vocational orientation. Research results showed that junior high schoolersface the most difficulties in the field of study, high school students have the most difficulties in the field of study, vocational orientation and psychological development. The level of psychological difficulty in pupils are different in terms of grade level, gender, education, family's economic situation, and mother's educational level. The study also showed that junior and high school students often choose to solve their psychological difficulties by sharing with friends, confiding with their parents, relatives and participating in collective activities. About half of the students were satisfied with the schoolpsychological support givento them. Most teachers believed that students should be assisted by psychologists, not teachers and school facilities regarding this problem.

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17

Luahambowo, Baspuri, Daharnis Daharnis und Yeni Karneli. „Learning Skills of Junior High School“. International Journal of Applied Counseling and Social Sciences 1, Nr. 1 (10.09.2019): 27–33. http://dx.doi.org/10.24036/005300ijaccs.

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Learning skills is demands that must be possessed by students to achieve maximum learning outcomes. This study aims to reveal the picture of students' learning skills in junior high school 25 Padang state. This research uses the quantitative approach with descriptive analysis method. The sample consisted of 31 students of class VIII selected at random. The instrument used is a learning skill questionnaire with a reliability of 0.754. The results showed that the students' learning skill was in the high category with an average score of 144 with the achievement level of 76%.

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18

Prevost, Fernand J. „Geometry in the Junior High School“. Mathematics Teacher 78, Nr. 6 (September 1985): 411–18. http://dx.doi.org/10.5951/mt.78.6.0411.

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The van Hiele model of the learning of geometry currently enjoys both popular and research interest. Hoffer (1981) provides an overview of the model and identifies problems that are appropriate for students at each of the five van Hiele levels, the first three of which will be considered in this paper.

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19

KOIZUMI, Reizo. „THE TRANSITION TO JUNIOR HIGH SCHOOL“. Japanese Journal of Educational Psychology 40, Nr. 3 (1992): 348–58. http://dx.doi.org/10.5926/jjep1953.40.3_348.

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20

Amy Tatko. „High-School Junior, Age Forty-One“. Antioch Review 72, Nr. 4 (2014): 679. http://dx.doi.org/10.7723/antiochreview.72.4.0679.

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21

Snow, William H., Lewayne Gilchrist, Robert F. Schilling, Steven Paul Schinke und Cheryl Kelso. „Preparing Students for Junior High School“. Journal of Early Adolescence 6, Nr. 2 (Juni 1986): 127–37. http://dx.doi.org/10.1177/0272431686062004.

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22

Richardson, Robert L. K. „Wisdom-based Junior High School Teaching“. Childhood Education 61, Nr. 4 (März 1985): 277–81. http://dx.doi.org/10.1080/00094056.1985.10520198.

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23

Prayito, M., Didi Suryadi und Endang Mulyana. „Junior High School Geometry Visualization Activity“. Journal of Physics: Conference Series 1179 (Juli 2019): 012049. http://dx.doi.org/10.1088/1742-6596/1179/1/012049.

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24

Luo, Jiali, und Frederick C. Wendel. „Junior High School Education in China“. Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, Nr. 5 (Mai 1999): 279–84. http://dx.doi.org/10.1080/00098659909599407.

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25

Filli Azandi und Mawardinur Mawardinur. „Futsal Extracurricular Management Junior High School“. Journal Management of Sport 2, Nr. 2 (31.03.2024): 55–59. http://dx.doi.org/10.55081/jmos.v2i2.2194.

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The purpose of this study is basically to find answers to the problems that have been formulated above, namely how to manage futsal sports management at SMP Negeri 27 Medan so that it can continue to maintain the tradition of winning every tournament. Based on the results of the questionnaire calculations that have been carried out, it is known that the average questionnaire results measure futsal management starting from planning 84.09%, organizing 60.41%, implementing 78.03%, supervising 61.11%. From the results of the questionnaire test, it can be concluded that the extracurricular management of SMP Negeri 27 Medan researchers can conclude that the extracurricular management of futsal SMP Negeri 27 Medan has mostly been implemented with a percentage of 73.57% so extracurricular management is mostly implemented.

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26

Qanitah, Adilah Mutiara, Intan Nurul Aulia, Janthy Hidayat, Muhamad Yogie Syahbandar, Diniarrachma Kintan und Muhammad Shafik Ikhwan Bin Hamzah. „Mapping Junior High School Education Facilities in Bogor: A Comprehensive Study“. BINA: JURNAL PEMBANGUNAN DAERAH 2, Nr. 2 (29.02.2024): 120–31. http://dx.doi.org/10.62389/bina.v2i2.65.

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Equitable distribution of educational facilities is very important because every citizen has the right to a decent and quality education as mandated in Law No. 24/2007 on minimum standards of educational facilities and infrastructure. Junior high school education is a bridge between elementary school and senior high school to university. This study and mapping of junior high school education facilities in Bogor Regency is intended to identify the distribution pattern and needs of school facilities and infrastructure at the junior high school level in Bogor Regency. The objectives of this study are 1) To identify the distribution pattern of junior high schools in Bogor Regency; 2) Identify the availability of junior high school facilities and infrastructure in Bogor Regency; and 3) Identify the availability of educational service facilities at junior high school level. Based on the data, analysis was conducted using qualitative and quantitative analysis methods. Data processing using the nearest neighbor technique (average nearest neighbor analysis) is to determine the distribution pattern of junior high school education facilities. Meanwhile, to determine the range of services using Geographic Information System (GIS) buffering analysis techniques. so that the results obtained, 1) The distribution pattern of junior high school facilities in Bogor Regency is clustered with a Critical Value (Z-Score) value of -21.829520, a Nearest Neighbor Ratio value of 0.658887 and an average distance between junior high school education facilities of 963.7 meters; 2) The range of services of junior high school facilities in Bogor Regency is dominated by road lanes.Keywords: study, mapping, distribution pattern, education facilities, junior high school.

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27

SHIMOSAKA, TSUYOSHI. „Apathy: Junior High, High School, and College Students“. Japanese Journal of Educational Psychology 49, Nr. 3 (2001): 305–13. http://dx.doi.org/10.5926/jjep1953.49.3_305.

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28

Idris, T. „Learning Motivation and Learning Outcomes of Islamic Senior High School Students: Comparative and Correlative Studies between Students Who Graduate from Junior High Schools and Islamic Junior High Schools“. Tarbawi : Jurnal Ilmu Pendidikan 17, Nr. 2 (31.12.2021): 193–202. http://dx.doi.org/10.32939/tarbawi.v17i2.1477.

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This study aims to compare the learning motivation and learning outcomes of Islamic senior high schools students who graduate from Islamic junior high schools and general junior high schools and determine the correlation between learning motivation and learning outcomes of Islamic senior high school students. This research is ex-post facto research with a quantitative approach. The data was collected using a learning motivation questionnaire and documentation of students' report scores in Mathematics, Physics, Chemistry, Biology, and English. The research sample includes 55 students who graduate from junior high schools and 155 students who graduate from Islamic junior high schools. The research results show that the students who graduate from Islamic junior high school have higher learning motivation and better learning outcomes than students who graduate from general junior high school. Furthermore, the correlation between learning motivation and learning outcomes is 0.006 and 0.038 for students who graduate from junior high schools and Islamic junior high schools, respectively. The correlation between learning motivation and learning outcomes of students who graduate from junior high school students has a smaller significance than students who graduate from Islamic junior high schools. In the future, Islamic senior high schools are expected to increase students learning motivation in an effort to improve students learning outcomes.

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29

Darmawati, Darmawati. „Supervision of school principal clinicals in junior high school“. JPGI (Jurnal Penelitian Guru Indonesia) 6, Nr. 2 (05.09.2021): 397. http://dx.doi.org/10.29210/021062jpgi0005.

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This study aims to determine the implementation of head clinical supervision school starts from planning, implementation and follow-up as well the success of the principal's academic supervision in improving competence professional teacher. This research uses a qualitative approach descriptive. Data collection techniques through observation and interviews. The results of the study based on the data obtained indicate that the implementation process of clinical supervision at SMPN 4 Banyuasin III has been going well and has received support from the principal and staff as well as the teachers concerned. In this clinical supervision, each stage carried out is able to provide meaning that can increase the ability of teachers to manage learning. The stages referred to are between the initial meeting, the learning observation stage to the post-feedback stage. Clinical supervision is a solution that is quite effective in improving teacher skills. This, it can be seen from the final results of the study that the teacher is able to master learning with various methods in accordance with the learning objectives.

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30

Price, J. J., Mary Canarecci, Jim Conrad, Doreen Ehresnzan, Carmie Foster, Harris Mark D., Kathy Martin, Tammy Mullendore, Thomas K. Rice und Penny Wrighthouse. „Mathematics Notebooks in Middle School and Junior High School“. Mathematics Teaching in the Middle School 3, Nr. 1 (September 1997): 34–38. http://dx.doi.org/10.5951/mtms.3.1.0034.

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Current educational philosophy places strong emphasis on student portfolios. Although some states require portfolios, many mathematics teachers are unsure about how to implement their use in classrooms. One way to develop a pool of items for potential inclusion in the mathematics portfolio is to have students keep a working portfolio in the form of a notebook.

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31

Tamai, Teruyuki, Yoshihiro Ohnishi und Kazuo Kawada. „Development of Basic Training for Teaching Measurement and Control to Junior High School Students“. Journal of Robotics and Mechatronics 31, Nr. 3 (20.06.2019): 419–26. http://dx.doi.org/10.20965/jrm.2019.p0419.

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In 2017, the government announced the course of study guidelines. It showed the necessary qualification and ability for junior high school students and guidance on junior high school technology education. Because new content is included there, training of incoming teachers at junior high school is required. This paper proposes a training curriculum on measurement and control of junior high school technology. This training was practiced for junior high school teachers in Ehime. These members showed high evaluation. This training will enhance educational practice for junior high school students.

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32

Gunawan, Gunawan. „The Influence of Transformational Leadership, School Culture and Work Motivation on School Effectiveness in Junior High School in Medan“. Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 3, Nr. 1 (15.02.2020): 625–34. http://dx.doi.org/10.33258/birci.v3i1.824.

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This research is a quantitative study that examines the participatory leadership model, school culture and motivation with school effectiveness with path analysis techniques. The respondents of this study were 343 teachers in Junior High Schools in Medan from 2,140 teachers in 44 State Junior High Schools. The findings of this study statistically show that simultaneously there is a positive and significant influence of transformational leadership and school culture on the work motivation of Junior High School in Medan teachers, where the effect is 5.9%. Likewise transformational leadership, school culture and work motivation have a significant and significant influence on the effectiveness of State Junior High Schools in Medan, which amounted to 13.7%.

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Lucas Hamann, Keitha. „Music at Lincoln Junior High (Minneapolis) and the Lincoln Junior High Girls’ Band: 1923—1940“. Journal of Research in Music Education 58, Nr. 1 (April 2010): 55–74. http://dx.doi.org/10.1177/0022429410362076.

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Examination of the music opportunities available to students in the junior high schools of the early twentieth century lends historical perspective to current challenges facing middle level music educators. This article describes the specific music offerings at Lincoln Junior High School in Minneapolis, Minnesota, from the school opening in 1923 to 1940, when financial challenges forced the reorganization of the music program. In many ways, the music curriculum at Lincoln Junior High School in Minneapolis was exemplary of the music experiences found in other junior high schools. The required curriculum was based on the general music model of the elementary school and included music appreciation and a strong emphasis on the development of music reading skills. Extracurricular “clubs” provided performance opportunities for young adolescent musicians. Choruses focused on preparing large-scale productions such as operettas and musicals, while instrumental groups participated in contests and festivals. Performances for school assemblies and civic groups provide evidence of the importance of connections to the community for junior high schools. The formation of the Girls’ Band at Lincoln in 1924 was unusual. In the absence of direct evidence, I postulate possible explanations for the founding of this unique ensemble.

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Nurhasanah, Nurhasanah, und Muh Farozin. „The problems of junior high school students“. COUNS-EDU: The International Journal of Counseling and Education 4, Nr. 3 (15.12.2019): 129. http://dx.doi.org/10.23916/0020180316340.

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Problem is a state that is not in line with expectations and must be solved immediately. The junior high school student is in the early adolescent phase, which finds many major changes in him that can cause problems. Guidance and conseling services should be provided in accordance with the problems experienced by students and their needs. However, guidance and conseling teachers have difficulty identifying the problems that affect the giving of guidance and counseling services. This study observes the problems experienced by students in junior high school with the number of respondents as many as 193 students. They are first year students of junior high school in Yogyakarta. We analyzed student problems using survey methods with problem-based guidance and counseling instrument, namely Alat Ungkap Masalah (AUM) Umum. The results showed that the 3 highest problem experienced by junior high school students in Yogyakarta covered 45% of he Social Relationship, 44% Personality, and Physical Health got 40%.

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35

Makhshun, Toha. „MODEL PENGEMBANGAN KURIKULUM PAI SMP DI KOTA SEMARANG“. Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam 1, Nr. 1 (15.02.2018): 97. http://dx.doi.org/10.30659/jspi.v1i1.2427.

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A research based article “The model of PAI curriculum development at Junior high school in Semarang” is intended to see how far the development of PAI curriculum at Junior High School in Semarang. The main problem in this research is: how is the development of PAI curriculum at Junior high school in Semarang. The techniques of collecting data applied in this research are (1) observation to collect data of PAI curriculum development application at NASIMA Junior High School and Sultan Agung Islamic Junior High School I; (2) An interview to get a clear, comprehensive and indepth information about PAI curriculum policy and it’s implementation at Nasima and Sultan Agung Islamic Junior High School I; (3) documentation, is for collecting a history documentation, to formulate a curriculum. Descriptive-interpretative is used to analyze collected data.The reseach result shows that Nasima Junior High School and Sultan Agung Junior High School – Semarang have innovative and strategic steps in developing a curriculum. The curriculum is interpretated based on the needs of school and society through a religion and Islamic school culture activity.

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Kamarudin, Kamarudin, und Lume Lume. „Speech Acts Proficiency of Junior High School English Teachers“. EDULANGUE 1, Nr. 1 (01.08.2018): 97–142. http://dx.doi.org/10.20414/edulangue.v1i1.199.

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Junior High School English teachers involved in this study taught English‘ speech acts at a Junior High School, where the materials taught include high level of spoken English. Thus, the English teachers need to be proficient in this particular skill. As professional educators, the teachers must have professionalcompetencies, particularly a good comprehension of the materials. Speech act constitutes spoken English, which is generally taught in Junior High School. Developing communication competence in English is the main purpose of English teaching in Junior High School. This descriptive qualitative research aims to describe a phenomenon: the ability of speech acts of Junior High School teachers. This knowledge comprises of several categories, namely the ability to define of speech acts, to identify speech acts conversations and to figure out speech act utterances. Drawing on the data garnered through the interviews, it was unveiled that most of the Junior High School English teachers could respond the given questions pertinent to speech acts. They could define the meaning of speech acts, identify the speech act conversations and figure out the speech act utterances. This study demonstrates that the proficiency level of the Junior High School English teachers is very good as they comprehend teaching materials and have good pedagogical skills.

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ABELLAR, ELISA. „JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS’ PROFESSIONAL AND PERSONAL CHARACTERISTICS“. Advances in Social Sciences Research Journal 8, Nr. 7 (19.07.2021): 181–86. http://dx.doi.org/10.14738/assrj.87.10434.

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ABSTRACT This study sought to determine the Junior High School Mathematics teachers’ level of professional and personal characteristics in Maguindanao Division I. Specifically, it determined the Junior High School Mathematics Teachers’ level of Professional and personal characteristics; the Junior High School Students’ level of academic performance in Mathematics; and the significant relationships of the teachers’ level of Professional and personal characteristics and their Junior High students’ level of performance in Mathematics. The study used the descriptive-correlational survey method. It determined the level of teaching practices of twelve (12) Junior High School Mathematics teachers of Maguindanao Division I in terms of professional and personal characteristics. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of professional and personal characteristics of the junior high Mathematics teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that Junior High School Mathematics teachers’ professional and personal characteristics is very satisfactory. It is further concluded that the outstanding professional and personal characteristics of the teachers have no bearing on the academic achievement of the students. The students must work hard to get higher grades and the teacher must develop professional and personal characteristics to perform tasks exceedingly. Keywords: Professional and Personal Characteristics, Junior High School Mathematics Teachers, Level of Academic Performance

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Ma, Guanghua. „Research on the effectiveness of mathematics teaching in junior high schools“. 国际化教育科学与理论 2, Nr. 1 (26.01.2023): 22. http://dx.doi.org/10.26789/ijest.v2i1.1750.

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As a basic discipline, mathematics is of great significance to the cultivation of students' thinking ability, problem-solving ability and the improvement of students' comprehensive quality. However, at present, there are still many problems in junior high school mathematics teaching, which seriously affect the quality of junior high school mathematics teaching and hinder the improvement of students' learning efficiency. In order to change this situation and enable students to learn mathematics more effectively, mathematics teaching needs to be reformed. As a basic subject, the optimization of teaching methods and teaching modes of junior high school mathematics has also become an important measure to improve the quality of junior high school mathematics teaching and improve the learning efficiency of junior high school students. Based on this, this paper conducts research and analysis on how to optimize mathematics teaching in junior high school and improve the efficiency of classroom teaching.

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Safitri, Layil. „ANALISIS KESIAPAN GURU IPA DALAM IMPLEMENTASI KURIKULUM 2013 DI SMP NEGERI SE- KECAMATAN STABAT“. DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 1, Nr. 2 (10.09.2018): 114. http://dx.doi.org/10.31100/dikdas.v1i2.254.

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The study of Science Teacher Readiness Analysis in 2013 Curriculum Implementation in this Public Middle School aims to find out: the readiness of Junior High School science teachers in preparing learning by implementing the 2013 curriculum and the readiness of junior high school science teachers in preparing learning tools by implementing the 2013 curriculum. The subjects in this study were 2 teachers Stabat 1 state junior high school, 4 Stabat state 2 junior high school teachers, and 5 Stabat state 5 junior high school teachers. This type of research is quantitative descriptive analysis research. The results showed that: State Junior High School Teachers in Stabat Subdistrict were declared ready in preparing the 2013 curriculum learning, this can be seen from the average percentage of 79% with the ready category; State Junior High School Teachers in Stabat Subdistrict are in the ready category in preparing the 2013 curriculum learning tools, this can be seen from the following data: Average percentage of readiness of Stabat 1 Public Middle School teachers is 79% with ready category. The average percentage of readiness of Stabat 2 state junior high school teachers is 70% in the ready category.

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Zhang, Chenghua, Xi Huang, Jinglan Xue, Xiaoting Hao, Li Chen, Lianfang Zhang, Mengmeng Jin und Yanli Xing. „Relationship between Depressive Mood and Parenting Style of Junior High School Students and Educational Countermeasures“. International Journal of Education and Humanities 6, Nr. 3 (03.01.2023): 61–65. http://dx.doi.org/10.54097/ijeh.v6i3.4182.

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Objective: To study the relationship between depressive mood and parenting style of junior high school students. Methods: A total of 1966 junior high school students in Henan Province were selected by cluster sampling method from May 2022 to November 2022. The survey tools included the General Social Data Questionnaire, the Parenting Style Questionnaire (PBI) and the Childhood Depression Disorder Self-Rating Scale (DSRSC). Multivariate logistic regression analysis was used to evaluate the association between adolescent depression and parenting styles. Results: There were 1966 valid questionnaires, of which 1054 were female (53.6%) and 912 were male (46.4%). The age was 13.98±0.56 years. Among 1966 junior high school students, 465 junior high school students had depression. Depression of junior middle school students is negatively correlated with mother's care and father's care, positively correlated with mother's indifference and father's indifference, and positively correlated with mother's overprotection and father's overprotection. Conclusion: Parental care can reduce the risk of depression in junior middle school students, while parental apathy and overprotection can increase the risk of depression in junior middle school students. The depression detection rate of junior high school students is significantly different, highlighting different characteristics in gender, age, parenting style, etc. Educators should develop targeted education and intervention strategies according to the characteristics of junior high school students.

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Ginosar, Shiry, Kate Rakelly, Sarah M. Sachs, Brian Yin, Crystal Lee, Philipp Krahenbuhl und Alexei A. Efros. „A Century of Portraits: A Visual Historical Record of American High School Yearbooks“. IEEE Transactions on Computational Imaging 3, Nr. 3 (September 2017): 421–31. http://dx.doi.org/10.1109/tci.2017.2699865.

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Pardede, Ezrauli, Monika Meita Sitanggang und Sari Sahnita Saragih. „SPEAKING PROBLEM OF JUNIOR HIGH SCHOOL STUDENTS“. JOURNAL OF HUMANITIES, SOCIAL SCIENCES AND BUSINESS (JHSSB) 1, Nr. 2 (05.02.2022): 43–48. http://dx.doi.org/10.55047/jhssb.v1i2.98.

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The research aims to find the difficulties and problem in speaking English which are mostly faced by Junior High School students. This research used qualitative research method. This research instrument is observation, explaining and applying Presentation Production Method (PPP) method. Based on the results, it was found some speaking difficulties, they are : (1) Difficulty in listening and speaking, (2) Lack of vocabulary, (3) Hard to focus, (4) Inhibition (Lack of confident, worried about making mistakes, fearful, or shy of the attention that they speech attract), (5) Nothing to say (Cannot think of anything to say, or they have no idea to express themselves), (6) Low participation. Speaking is a means of communication which affects our daily lives. In relationship, communication allows you to explain to someone what you are going through and what your needs are.

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., Pardimin, Siti Rochmiyati und Zainnur Wijayanto. „MATHEMATICS LEARNING PROFILE OF JUNIOR HIGH SCHOOL“. PEOPLE: International Journal of Social Sciences 6, Nr. 1 (21.04.2020): 411–21. http://dx.doi.org/10.20319/pijss.2020.61.411421.

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Ramaniya, Made Ananda. „EFL Junior High School Students’ Learning Style“. Art of Teaching English as a Foreign Language 2, Nr. 1 (02.11.2021): 50–55. http://dx.doi.org/10.36663/tatefl.v2i1.134.

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The current study investigated EFL students’ learning style. The study was a survey study followed by 30 junior high school students in Singaraja Bali. In identifying students’ learning style, the updated Index of Learning Styles (ILS) developed by Felder and Silverman (1988) was used. The result of data analysis found that the majority of students prefer visual (76.7%), active (66.7%), sensing (60%), and global (53.3%). The result of this study implied that teachers should adjust their way of teaching to accommodate students’ learning style. They can apply various learning media such as video, animated pictures to motivate the students in learning.

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Pujiono, Setyawan, und Jamilah Jamilah. „Exploring functional literacy in Junior High School“. BAHASTRA 41, Nr. 1 (30.04.2021): 52. http://dx.doi.org/10.26555/bahastra.v41i1.19279.

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Ramaniya, Made Ananda. „EFL Junior High School Students’ Learning Style“. Art of Teaching English as a Foreign Language 2, Nr. 2 (30.11.2021): 128–33. http://dx.doi.org/10.36663/tatefl.v2i2.134.

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The current study investigated EFL students’ learning style. The study was a survey study followed by 30 junior high school students in Singaraja Bali. In identifying students’ learning style, the updated Index of Learning Styles (ILS) developed by Felder and Silverman (1988) was used. The result of data analysis found that the majority of students prefer visual (76.7%), active (66.7%), sensing (60%), and global (53.3%). The result of this study implied that teachers should adjust their way of teaching to accommodate students’ learning style. They can apply various learning media such as video, animated pictures to motivate the students in learning.

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Iksan, Muhammad, Amalia Yahya, Magfirah Thayyib und Bahrul Ilmi. „Online English Learning at Junior High School“. International Journal of Asian Education 3, Nr. 1 (07.03.2022): 40–55. http://dx.doi.org/10.46966/ijae.v3i1.268.

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This study focused on the Students' Perception of Schoology Application in Learning English at SMPN 1 Palopo. This study occupied a descriptive qualitative design that spent one-month collecting data using interviews. The data were then reduced, presented, and verified before describing the data in analyzing the interview results. This study revealed that the students reported their positive perception toward Schoology Application in Learning English at SMPN 1 Palopo. The students' positive judgments are based on their experience in learning English by using the Schoology application. They enjoyed the learning process when the teacher practiced Online Learning Method using Schoology. This study also reported that the Schoology application is very beneficial for them. The Schoology application made them more interested in learning. In addition, the application made them more active and responsible in learning.

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Butts, Thomas, und Walter E. Mientka. „The American Junior High School Mathematics Examination“. Mathematics Teacher 78, Nr. 7 (Oktober 1985): 513–16. http://dx.doi.org/10.5951/mt.78.7.0513.

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OKADA, YOSHIKO. „Psychological Stress in Junior High School Students“. Japanese Journal of Educational Psychology 50, Nr. 2 (2002): 193–203. http://dx.doi.org/10.5926/jjep1953.50.2_193.

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Tomova, Daniela. „MOTOR ACTIVITY OF JUNIOR HIGH SCHOOL STUDENTS“. RESEARCH IN KINESIOLOGY 48, Nr. 1-2 (2020): 28–30. http://dx.doi.org/10.46705/rik201-20028t.

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