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Journal articles on the topic 'Geography Syllabus'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Konečnik Kotnik, Eva, Mojca Ilc Klun, Tatjana Resnik Planinc, and Karmen Kolnik. "What kind of syllabus do Slovenian geography teachers in primary school want?" Dela, no. 50 (March 6, 2019): 45–80. http://dx.doi.org/10.4312/dela.50.45-80.

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The objective of this paper is to present part of the research results on Slovenian geography syllabi, which began in an online chat room in the framework of the Meeting of Slovenian Geographers in Maribor in September 2017. Afterwards, it expanded beyond the set framework and continued until April 2018 via the online group ‘Geolista’, in which geography teachers are included. The aim of the research was to determine what kind of syllabi geography teachers in Slovenia want for geography lessons at the primary and secondary levels of education. This paper presents the opinions of the respondents about the basic conceptual orientation of the syllabus for primary school, as well as about its foundation and scope. The respondents evaluated the adequacy of the existing elements of the syllabus and provided suggestions for supplementing/transforming it. The 122 respondents evaluated the existing concept of the geography syllabus for primary school as good, but at the same time, they expressed a wish for a more issue-oriented syllabus. The majority favours a more general and, above all, shorter syllabus for geography lessons in primary school, accompanied by a handbook on how to execute it. A crucial message is that any modernisation of the syllabus should be undertaken in a timely and systematic manner, with sufficient participation of all stakeholders.

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Perry, A. H. "WEATHER IN G.C.S.E. GEOGRAPHY SYLLABUS." Weather 42, no. 3 (March 1987): 91. http://dx.doi.org/10.1002/j.1477-8696.1987.tb06932.x.

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3

ALAM, SARFARAZ. "Geography Syllabus in the Secondary Schools of India: Issues and Challenges." Romanian Review of Geographical Education 9, no. 2 (November 14, 2020): 46–66. http://dx.doi.org/10.23741/rrge220203.

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Constructi ng the syllabus of a school subject coul d be a highly contested exercise given the fact that it must cater for the concerns of competing stakeholders and pressures to incorporate all possible aspects of that discipline. For geography, whose field of study is extremely vast, and its nature is not clearly defined, developing its syllabus is particularly challenging. This paper discusses some key issues concerning the status of the geography syllabus in the secondary schools in India. The central theme of t he paper is built on the study of documenta ry sources, research works, as well as on the survey of schoolteachers and geography experts from some school boards. The paper concludes that the educational value of school geogr aphy can only be realized by inco rpo rating both physical an d human aspects of the Earth in the syllab

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4

Stirling, Susan. "A Geography Syllabus for the Next Millenium." New Zealand Journal of Geography 106, no. 1 (May 15, 2008): 12–16. http://dx.doi.org/10.1111/j.0028-8292.1998.tb00760.x.

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5

WISHART, JIM. "The New Form Seven Geography Syllabus: Some Comments." New Zealand Journal of Geography 87, no. 1 (May 15, 2008): 8–12. http://dx.doi.org/10.1111/j.0028-8292.1989.tb00409.x.

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6

Stoltman, Joseph P. "Major papers designing a geography syllabus: Researching the process." International Research in Geographical and Environmental Education 1, no. 1 (August 1992): 3–13. http://dx.doi.org/10.1080/10382046.1992.9964876.

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7

Phiri, Timothy Kamuzu. "Relevance of Education for Sustainable Development to Zambian High School Geography: A Survey of High Schools in Lusaka City." Journal of Law and Social Sciences 1, no. 1 (March 31, 2012): 67–85. http://dx.doi.org/10.53974/unza.jlss.1.1.369.

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Geography is one of the subjects offered in all high schools in Zambia. At the time this study was conducted in the year 2010, five years after the declaration of the Decade of Education for Sustainable Development (ESD) (2005-2014), ESD had not yet been incorporated at high school level. The study hence sought to determine the aspects of Geography that were compatible with ESD to ascertain the attitude of high school pupils towards Geography and determine ways in which the Geography syllabus could be improved vis-à-vis the need for pupils to be empowered to thrive in their local environments. A descriptive survey research design was used and information was gathered through group discussions (for the pupils) and questionnaires (for the pupils and Geography Heads of Section). The study found that ESD could make a contribution to Geography in the areas of field projects, personal hygiene and health, sexual education, intergenerational transmission of knowledge, use of indigenous knowledge and localisation of the Geography syllabus. The study found that though pupils were interested in Geography as reflected by their general good performance in examinations, nonetheless negative attitudes existed towards Geography because of its detachment from pupils’ personal environments, excessive use of teacher-centred methods and the bulky nature of the Geography syllabus.

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8

Bouwer. "Syllabus: City Stories." Africa Today 65, no. 4 (2019): 159. http://dx.doi.org/10.2979/africatoday.65.4.10.

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9

Holland, Peter. "A Revolutionary's Syllabus?" New Zealand Journal of Geography 106, no. 1 (May 15, 2008): 1–6. http://dx.doi.org/10.1111/j.0028-8292.1998.tb00757.x.

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10

Marsh, Colin J. "Implementation of a high school geography syllabus: issues and applications." Educational Research 27, no. 1 (February 1985): 30–39. http://dx.doi.org/10.1080/0013188850270105.

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11

MEMON, P. A. "The Scope of Planning Studies in the Seventh Form Geography Syllabus." New Zealand Journal of Geography 82, no. 1 (May 15, 2008): 17–19. http://dx.doi.org/10.1111/j.0028-8292.1987.tb00238.x.

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12

Boyer, Mark A. "ISP Wants Your Syllabus!" International Studies Perspectives 2, no. 1 (February 2001): 13. http://dx.doi.org/10.1111/1528-3577.00034.

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13

Chapman, Kay. "An English geography curriculum abroad: Using ‘third space’ as an ideal type to understand similarity and difference." Research in Comparative and International Education 11, no. 4 (December 2016): 357–68. http://dx.doi.org/10.1177/1745499916679557.

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Where there is a demand for English-medium schooling and English academic qualifications in a former British colony such as Sri Lanka, questions about power relations and the construction of knowledge are raised. Geography is a school subject that claims to make sense of the world. In this article I propose a postcolonial theoretical framework and the concept of third space as an ideal type to compare with interaction in the pedagogical third space of geography classrooms where the syllabus is from a colonial epistemology, teachers may be local or British expatriate and pupils are from affluent families desirous of an English education. This comparison will help further our understanding of how and what kind of geographical knowledge of difference and similarity is constructed through interaction between the syllabus, pupils and teachers in geography classrooms in British international schools.

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14

Alm Fjellborg, Andreas, and Lena Molin. "Vilka typer av uppgifter gynnar elever som följer kursplanen i svenska som andraspråk? En undersökning med data från de nationella proven i geografi." Acta Didactica Norge 12, no. 4 (December 12, 2018): 5. http://dx.doi.org/10.5617/adno.6286.

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Elever med utländsk bakgrund tenderar att prestera sämre än svenskfödda elever i skolan primärt på grund av sämre kunskaper i det svenska språket. Utifrån statistisk analys (Differential item functioning) identifieras uppgifter från de nationella proven i geografi (2014 – 2017) där elever som följer kursplanen i svenska som andraspråk klarar sig avsevärt mycket bättre - eller sämre - än förväntat. Tidigare forskning har visat att geografiska begrepp är särskilt svåra för elever som inte har svenska som modersmål, vilket också påvisas i denna studie. Den visar att det särskilt är uppgifter med lite text som handlar om geografiska begrepp som uppvisar större skillnader i prestationer mellan elever som följer kursplanen i svenska respektive svenska som andraspråk. Resultaten kan stödja såväl lärare som provkonstruktörer att bättre anpassa undervisning och prov genom att undvika att skapa uppgifter som mäter irrelevanta bakgrundsfaktorer som påverkar elevernas möjligheter att besvara uppgifter på ett adekvat vis utifrån deras kunskapsnivåer.Nyckelord: Nationella prov i geografi, uppgiftsformat, elever med utländsk bakgrund, svenskfödda elever, DIF-analysWhat types of test items benefit students who follow the syllabus in Swedish as a second language? A study using data from the Swedish national assessments in geography.AbstractPupils born outside Sweden are likely to accomplish less in comparison to native pupils, primarily as a result of inferior knowledge of the Swedish language. Based on a statistical analysis (Differential item functioning) of questions given at national tests in geography (2014-2017), it was possible to identify questions where pupils following the syllabus of Swedish as a second language attain either considerably better or more inferior results than expected. Earlier research has shown that pupils whose native language is not Swedish find it particularly hard to comprehend geographic concepts, which was confirmed by the present study. This study furthermore revealed that in particular questions containing a limited amount of text concerning geographic concepts resulted in larger differences than expected between native pupils following the syllabus in Swedish and foreign born pupils following the syllabus in Swedish as a second language. These findings could aid teachers and test constructors in their efforts to adjust teaching and tests by not formulating questions that measure irrelevant background factors, which might affect the pupils’ ability to answer questions adequately, based on their level of knowledge.Keywords: National tests in geography, question format, pupils born outside Sweden, Swedish-born pupils, DIF-analysis

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15

Francis, David. "Jowards a Social Studies Syllabus." New Zealand Journal of Geography 47, no. 1 (May 15, 2008): 21–23. http://dx.doi.org/10.1111/j.0028-8292.1969.tb00043.x.

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16

Burridge, Geoff, and Evelyn Stokes. "Student Needs and Syllabus Revision." New Zealand Journal of Geography 57, no. 1 (May 15, 2008): 20–24. http://dx.doi.org/10.1111/j.0028-8292.1974.tb00086.x.

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Mehman Guliyeva, Nigar, and Rovshana Ikram Ahmadova. "School geography in the curriculum and inclusive education in Germany, Finland, Denmark." SCIENTIFIC WORK 61, no. 12 (December 25, 2020): 166–69. http://dx.doi.org/10.36719/2663-4619/61/166-169.

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A number of countries have specially designed educational programs for both healthy and students with disabilities. Differences in the education systems of countries reveal differences in the teaching of geography and the application of inclusive education. This article provides information on the geography curriculum, syllabus, lesson hours, textbooks in Finland, Germany and Denmark’s secondary schools, and compares them with Azerbaijani schools. At the same time, the general content and differences of inclusive education in those countries are reflected. Key words: curriculum, geography textbook, education system, level of education,inclusive education, Limited Health Opportunities.

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18

Silva, Armando. "Britain's A Level Environmental Studies Syllabus." New Zealand Journal of Geography 58, no. 1 (May 15, 2008): 24–26. http://dx.doi.org/10.1111/j.0028-8292.1975.tb00741.x.

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19

Newton, Martin. "Do We Need a Syllabus Change?" New Zealand Journal of Geography 106, no. 1 (May 15, 2008): 7–8. http://dx.doi.org/10.1111/j.0028-8292.1998.tb00758.x.

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20

Yang, Daihu. "A comparison of content in syllabus-based senior geography textbooks and standards-based senior geography textbooks in mainland China." International Research in Geographical and Environmental Education 20, no. 2 (May 2011): 121–38. http://dx.doi.org/10.1080/10382046.2011.564786.

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21

Waddington, Shelagh B. "Syllabus change, student learning and teacher experiences." New Zealand Geographer 66, no. 3 (November 23, 2010): 189–95. http://dx.doi.org/10.1111/j.1745-7939.2010.01186.x.

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22

NIETSCHMANN, BERNARD Q. "THE NIETSCHMANN SYLLABUS: A VISION OF THE FIELD." Geographical Review 91, no. 1-2 (April 21, 2010): 175–84. http://dx.doi.org/10.1111/j.1931-0846.2001.tb00471.x.

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23

UNWIN, DAVID J., and eight others. "A syllabus for teaching geographical information systems." International journal of geographical information systems 4, no. 4 (October 1990): 457–65. http://dx.doi.org/10.1080/02693799008941559.

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24

Sari, Desy Novita. "The Analysis of Policy Directions of Geography Teacher’s Professional Competence in Mastering Natural Disaster Adaptation and Mitigation Materials in State Senior High Schools in Lubuk Linggau City." Sumatra Journal of Disaster, Geography and Geography Education 1, no. 2 (December 19, 2017): 298. http://dx.doi.org/10.24036/sjdgge.v1i2.53.

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This research was based on the result of researher’s observation in state senior high schools in Lubuk Linggau City which found that Geography teachers’ professional competence was low. The purpose of this research was to obtain policy directions of Geography teacher’s professional competence in mastering natural disaster adaptation and mitigation materials in state senior high scools in Lubuk Linggau City regarding: (1) Geography Teacher’s professional competence, (2) Problems faced by Geography Teacher, and (3) Efforts to improve Geography teacher’s professional competence.This research was a descriptive mixed method research. The sampling technique used was purposive sample, a way to take a sample based on certain consideration.Population of the research was 14 Geography teachers who were teaching in state senior high schools in Lubuk Linggau City. Instruments used were interviews (on teachers, schools principals, education authorities of Lubuk Linggau City), questionnaire and obervation sheet. The questionnaire used likert’s five scale and it was considered to be valid and reliable based on the data from the pilot test of the questionnaire which was analyzed by SPSS version 16. To analyze the data, the researcher calculated the mean value of item response. The result of the study showed that the policy directions of Geography teacher’s professional competence in mastering natural disaster adaptation and mitigation in state senior high schools in Lubuk Linggau City were (1) Geography teacher’s mastery of Syllabus, Lesson Plan, and teaching material, (2) Reactivating MGMP (the forum of subject teachers) activity especially for Geography teachers in Lubuk Linggau City, (3) Improving Geography teacher’s motivation through science and technology training program, (4)Supplying enough facilities to support teaching and learning process, and (5) Improving the professional competence of Geography teachers through coaching by supervisors and principals. The result of this research suggested five policy direction priorities. These priorities could be suggested to head of the education office and other related parties in order to improve Geograpy teacher’s professional competence in state senior high schools in Lubuk Linggau City.

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25

HOLLAND, PETER. "Planning and Decision-making in the Seventh Form Syllabus." New Zealand Journal of Geography 82, no. 1 (May 15, 2008): 2–3. http://dx.doi.org/10.1111/j.0028-8292.1987.tb00232.x.

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26

Burby, Raymond J. "Comprehensive Impact Assessment in Planning Education and a Course Syllabus." Journal of Planning Education and Research 12, no. 1 (October 1992): 67–75. http://dx.doi.org/10.1177/0739456x9201200107.

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27

Moore. "Arts and Politics of African Urban Space: An Annotated Syllabus." Africa Today 65, no. 4 (2019): 181. http://dx.doi.org/10.2979/africatoday.65.4.11.

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28

Molin, Lena, and Ann Grubbström. "Are teachers and students ready for the new middle school geography syllabus in Sweden? Traditions in geography teaching, current teacher practices, and student achievement." Norsk Geografisk Tidsskrift - Norwegian Journal of Geography 67, no. 3 (June 2013): 142–47. http://dx.doi.org/10.1080/00291951.2013.803209.

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29

Kang Chang-Sook. "Content Organization and Characteristics of High School Geography Textbook 『Natural Environment and Human Life』 Based on the Syllabus." Journal of The Korean Association of Geographic and Environmental Education 25, no. 3 (August 2017): 51–68. http://dx.doi.org/10.17279/jkagee.2017.25.3.51.

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Railienė, Laima. "STUDENT‘S WORK PLAN – AN EFFECTIVE TOOL FOR SELF-ACTIVATING STUDENTS CLASSROOM ACTIVITIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 2 (August 25, 2015): 87–94. http://dx.doi.org/10.48127/gu-nse/15.12.87.

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(Self) education process in school is related not only to the syllabus requirements, the opportunities of the effective use of learning methods and styles, but also to social environment, where students acquire knowledge. It is very important to use students‘ potential and ability in using modern technologies, internet opportunities, educating not only the subject of geography, but also the core competencies in geography lessons. Geography lesson is being enriched, all opportunities for students to find independently the additional information needed for studying a specific subject in the classroom are being used by using all possible information and communication technologies in students geography education (learning) process. It is important also that each geography leaner acquired knowledge and general competencies in accordance with their needs and opportunities. This means that the (self) education content, methods and learning styles are being adapted to each student – they would be differentiated and individualized. In order to achieve effective results in education (learning) process, it is important to harmonize teacher‘s and student‘s work in a lesson. The use of the student‘s work plan in the classroom is one of the tools and methods to do it. The article discusses the lesson, where geography education (learning) process is organized by the student's work plan. Key words: (self) education method, professional competence, core competencies, student‘s work plan, information and communication technologies, self work.

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KwangtaekSim. "Revisiting Regional Cognition and Description Presented in the “1946 Syllabus Period” and the “2012 Revised Curriculum Period” Geography Textbooks." Journal of The Korean Association of Geographic and Environmental Education 26, no. 1 (February 2018): 59–71. http://dx.doi.org/10.17279/jkagee.2018.26.1.59.

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Kang Chang-Sook. "Content Organization of Middle School 『Our Country Geography』Syllabus and an Authorized Textbook during the U.S. Military Government Period." Journal of The Korean Association of Geographic and Environmental Education 27, no. 2 (May 2019): 37–58. http://dx.doi.org/10.17279/jkagee.2019.27.2.37.

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33

Weir, Ann. "The Integrated Form 5 to 7 SyllaBUS. Do We Need to Change or Just Re-tune? A Geography Mechanics Perspective!" New Zealand Journal of Geography 106, no. 1 (May 15, 2008): 17–18. http://dx.doi.org/10.1111/j.0028-8292.1998.tb00761.x.

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34

Cicero, Carla, and Morgan Benowitz-Fredericks. "Song Types and Variation in Insular Populations of Lincoln's Sparrow (Melospiza Lincolnii), and Comparisons With Other Melospiza." Auk 117, no. 1 (January 1, 2000): 52–64. http://dx.doi.org/10.1093/auk/117.1.52.

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Abstract In contrast to the Swamp Sparrow (Melospiza georgiana) and Song Sparrow (M. melodia), vocal studies of the congeneric Lincoln's Sparrow (M. lincolnii) are essentially lacking. To provide comparative data on song variation in this species, we obtained and analyzed recordings from 58 males (4,537 songs) breeding in montane meadows of the Sierra Nevada and San Bernardino Mountains, California. Males sang from one to six song types, and repertoire size averaged 3.7 types. No two males shared an identical song type. Males varied their types by changing the number of repetitions of a syllable or by adding, deleting, or substituting one or more syllables (i.e. by changing syllable composition). The number of variants, identified on the basis of differences in syllable composition, averaged 2.6 per song type (range 1 to 12). Individual variability was highest in the terminal elements of the song. Production of variants appears to be a process of “open-ended improvisation” of song types. Similarity of songs on the basis of shared syllables, as calculated by simple matching coefficients, showed a strong pattern of concordance with geography. Pairwise similarity declined with increasing distance between meadows, and meadows from different geographic regions clustered separately in a UPGMA tree. Patterns of geographic variation in song of Lincoln's Sparrows are similar to those observed in Song Sparrows and Swamp Sparrows. Song complexity and repertoire size show different evolutionary trends within Melospiza.

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35

McARTHUR, JOHN, and MIKE SHEPHERD. "Natural Processes and Natural Processes: A New Textbook, the Form Seven Syllabus and The Environment‘." New Zealand Journal of Geography 93, no. 1 (May 15, 2008): 2–5. http://dx.doi.org/10.1111/j.0028-8292.1992.tb00304.x.

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36

Selim, Samah. "Literature and Revolution." International Journal of Middle East Studies 43, no. 3 (July 26, 2011): 385–86. http://dx.doi.org/10.1017/s0020743811000456.

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The three-week uprising in Egypt that ended with the removal of Husni Mubarak on February 11 happened to coincide with the section of my spring course syllabus on the Egyptian novel from Najib Mahfuz to Ahmed Alaidy. As was the case for many of my colleagues and their students, the rapid and awe-inspiring events unfolding daily before us pushed purely academic concerns to the margins of class discussion. This tidal wave of revolutionary politics erupting into the classroom forced me to the realization that my larger syllabus was not simply some neutral or systematic survey of half a century's worth of Arabic literature. I began to think about the largely invisible dystopic intellectual and historical paradigms through which modern Arabic literature is often framed, at least in the United States. The nahḍa/naksa narrative, which compelled many of us to read Arab cultural history of the 20th century as a story of brief “awakening” followed by irredeemable decline and corruption, is clearly no longer tenable in the wake of February 11. This same narrative underpinned the highly self-conscious postmodernism that began to emerge in Egypt in the 1990s and that reached its apogee a couple of decades later at the end of the 2000s, a postmodernism that was celebrated (though by no means universally) as the true beginning of literary modernity and the emancipation of the subject from the dead weight of a past ideological age.

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Helmi, Dewilna, and Febriandi Febriandi. "The Strategy of Geography Teachers in Implementing Standards Process of Permendikbud Number 22 the Year 2016 on Geography Learning in SMA Negeri Solok Regency." Sumatra Journal of Disaster, Geography and Geography Education 2, no. 1 (June 6, 2018): 170. http://dx.doi.org/10.24036/sjdgge.v2i1.123.

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The purpose of this research to know the implementation of standard process that consists of analyzing the lesson plan that prepared by the teacher, analyzing the implementation of learning process, seeing the constraints in implementing the standard process, formulating the teacher strategy in implementing process standard and decreasing the priority of policy direction in implementing process standard in SMA Negeri Solok Regency. The type of research used a mixed method which combines qualitative and quantitative research. Data were collected through, observation, interview, and documentation. Data analysis methods consist of reduction, presentation and verification, SWOT analysis and Interpretive Structural Modeling. The results of the research indicate that: 1) the implementation of standards process seen in the teacher's learning plan has designed syllabus and lesson plan but not fully in accordance with the steps and components of RPP preparation.2) In the implementation of classroom management learning process still not fully in accordance with standards process. Judging from the methods, models, media mastery of the material has not been effective and efficient according to the 2013 curriculum this was due to the lack of understanding of teachers towards the curriculum of 2013, from the assessment of learning outcomes in all three aspects of the assessment conducted only the assessment of knowledge, to attitudes assessment and skills not implemented maximally. 3) The obstacle faced is the unavailability of time in the preparation of the implementation plan of learning because the burden of teaching is high enough, difficulties in the implementation of learning are influenced by low student learning interest and in the assessment of learning still constrained by time. 4) There were nine strategies derived from field research. 5) Priority policy directives that arise to improve the implementation of process standards in geography learning were: Increased interest of teachers in training activities held in MGMP forums so as to improve teacher competence, Curriculum Training 2013 to improve understanding of the reforms conducted in ministerial regulations, academic supervision by school principals and teachers to improve teachers' ability to manage the classroom, and to develop media and interesting learning resources to foster student interest in learning.

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Gołembski, Grzegorz. "New Forms of Tourism Education." Folia Turistica 41 (December 31, 2016): 63–80. http://dx.doi.org/10.5604/01.3001.0010.4004.

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Purpose. The aim of this paper is to consider whether syllabuses of tourism related courses reflect the newest trends in scientific research, and respond to challenges posed by economic practice. Method. An attempt is made to specify research drivers evident in scientific studies, and to classify the most important issues from the perspective of economic practice. By analysing the content of internet sites, the teaching programmes and syllabuses of tourism courses offered at 11 of the largest and best Polish universities were studied. Findings. It was found that the best harmonization of didactic programmes with the thinking of leading scientific research is evident at universities offering Tourism Economy degree courses. The course syllabuses of the investigated universities best reflect the issues of communication forms with the client, the application of information technologies in business (relations with clients and B2B), and also macroeconomic issues, such as satellite accounts, the multiplier and the impact of tourism on GDP (GNP). We note, however, that many trends observable in scientific research and the many needs of business practice are not sufficiently reflected in tourism syllabuses offered by the leading universities in Poland. Research and conclusion limitations. The investigated universities represent diverse teaching profiles (geography, economics or physical education). This reflects the long-lasting traditions or specificity of individual higher education institutions. For this reason, it is understandable that individual universities make references to particular basic sciences in their teaching programmes, which results in different syllabus contents of degree programmes with identical names. We realize that gradation of the most important themes in scientific research and the most interesting issues from the perspective of economic practice cannot be fully objective. Therefore, we attempted to present the most convincing arguments to support our conclusions (examples of specific research studies, market observation and opinions of business representatives). Practical implications. The paper identifies important interest areas of tourism economic practice. These interests focus on innovation, entrepreneurship, tourism destination management and new forms of communication with the client. We show how these areas of interest are reflected in tourism teaching programmes offered by leading Polish universities. Originality. Despite intense competition among higher education institutions offering tourism related courses, so far there have been no attempts to evaluate teaching programmes from the perspective of synchronization with new trends in scientific research and the needs of economic practice. Type of paper. Illustrative review paper.

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Haque, Muhammed Shahriar, and Tahmina Akter. "Cultural Imperialism in English Medium Schools: A Critical Insight." Stamford Journal of English 7 (April 6, 2013): 98–128. http://dx.doi.org/10.3329/sje.v7i0.14468.

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English medium schools in Bangladesh, particularly in Dhaka are providing an alternative form of private education at the primary, secondary and higher secondary levels. However, it cannot be denied that such schools are generally unregulated by any national education boards or monitoring bodies in terms of their syllabus, recruitment policy, admission procedures or their tuition fee structure. Consequently, they enjoy a kind of autonomy like no other education system in Bangladesh. English medium schools on the one hand may be contributing towards the rise of English and the standard of English medium education; on the other hand, they seem to be gradually fostering western culture that undermines Bangladeshi culture and tradition. It seems that cultural imperialism is still continuing in this country through such institutions (see Haque, 2009). Students of English medium schools tend to learn about western tradition, literature, geography, history, socio-political background, and lifestyle, without emphasizing Bangladeshi way of life. The overexposure to western culture could have repercussions in the long run (see Al-Quaderi, 2010). DOI: http://dx.doi.org/10.3329/sje.v7i0.14468 Stamford Journal of English; Volume 7; Page 98-128

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Nyoni, Erick. "A Geography Teacher's Responsiveness to the Cognitive Academic Language Proficiency (CALP) Needs of Zimbabwean English Second Language (ESL) Learners in Syllabus Interpretation and Instructional Design." Journal of African Education 2, no. 1 (April 30, 2021): 149–77. http://dx.doi.org/10.31920/2633-2930/2021/v2n1a7.

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Vargas-Castro, Luis E. "Spatial pattern of syllable sharing in white-throated thrushes: implications for song learning and dispersal behaviours." Behaviour 152, no. 6 (2015): 775–95. http://dx.doi.org/10.1163/1568539x-00003253.

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The relationship between song sharing among male songbirds and geographic distance between their territories is a function of juvenile dispersal distance and length of the song learning period. I analysed the spatial pattern of syllable sharing in white-throated thrushes (Turdus assimilis) to infer their song learning strategy. Songs of 23 males from three different sites (2.5–21 km) in Puntarenas, Costa Rica, were studied using visual classification, spectrogram correlation and multidimensional scaling analysis. In total, 8505 syllables were classified into 296 syllable types. All males shared syllables but most types were unique to particular males, suggesting that males invent most of their repertoires. Repertoire dissimilarity increased with geographic distance. Within sites, syllable sharing was higher between intermediate than between adjacent neighbours. These results suggest that juvenile dispersal distance is <2.5 km and relatively lower song sharing between adjacent neighbours may result from non-random dispersal or active avoidance by open-ended learners.

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Jambak, Arnapis. "Implementation of Character Values of Environmental Care in Geography Learning at SMA Negeri 1 Kinali." Sumatra Journal of Disaster, Geography and Geography Education 1, no. 2 (February 5, 2018): 369. http://dx.doi.org/10.24036/sjdgge.v1i2.112.

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This research aims to discuss and analyze how teachers and school leadership roles in implementing character values of environmental care in teaching geography to learners in SMA Negeri 1 Kinali. This study used a qualitative approach that aimed to describe the systematic, factual, and accurate information on the phenomenon in detail. Selection of the subject of research was conducted by the method of purposive sampling, where the School leaders, teachers, and learners with data collection through observation, interviews, and documentation based on the validity of the data with triangulation techniques and perseverance observation. In analyzing the data, the researcher used stages: data reduction, data presentation, and inference. The results of the study are as follows: 1) The school environment plays an important role in shaping the behavior of learners, 2) How teachers implement the character values in shaping the attitude of the environment care which was done by: (a) Integrating into the planning and implementation of learning geography through the preparation of syllabus, RPP and material by incorporating the values of characters in accordance with the demands of SK and KD, (b) organizing a routine activity held by the school, 3) the role of school leaders in the formation of the character values of learners with: (a) Development of school curriculum through the regulatory policies of the school and extra-curricular activities so as to establish the values of the expected character. (b) Development exemplary school leaders and teachers in motivating learners and cultural activities of the school, 4) How learners implement the values of character care about the environment through self-development program in schools and school activities related to the character values of environmental care, 5) Barriers to implement the characters values in SMA 1 Kinali due to school rules are not optimally running, so that the students' participation is still low in preserving the environment, lack of awareness of students to care about the environment both at school and at home, and yet optimal work together with the parents of students in the formation of character values for caring environment on the learner.

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Jeziorska, J. "Unmanned Aerial Vehicle – A Tool for Acquiring Spatial Data for Research and Commercial Purposes. New Course in the Geography and Cartography Curriculum in Higher Education." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-6 (April 23, 2014): 37–42. http://dx.doi.org/10.5194/isprsarchives-xl-6-37-2014.

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This paper describes the syllabus for the innovative course "Unmanned aerial observations of Terrain" introduced to the curriculum by the Department of Geoinformatics and Cartography of the University of Wroclaw (Poland). It indicates the objectives of the new subject, its didactic purpose, methods used in the teaching process, specifications of teaching materials, and the knowledge and skills that students are expected to acquire. Finally, it presents the content of the course and description of lesson units.<br><br> The subject will be obligatory for graduate students majoring in Geography, who are participants in the Geoinformatics and Cartography Master's program. Thirty-eight hours in a summer semester has been earmarked for the course. That includes 30 hours of instructor-guided laboratory and fieldtrip work, and 8 hours of individual work.<br><br> The course aims to prepare future geographers to conduct a multi-step process that includes defining the purpose of using UAV in light of the chosen research problem, preparation of the mission, flight execution; geoprocessing of acquired aerial imagery; generation of cartomertic final products, and analysis of outcomes in order to answer the initially asked research question. This comprehensive approach will allow students, future experts in the field of geoinformatics and cartography, to gain the skills needed to acquire spatial data using an UAV, process them, and apply the results of their analysis in practice.

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PEACE, ROBIN. "What's “Gender” got to do with it? Some preliminary thoughts about the focusing questions in the existing syllabus document for schools." New Zealand Journal of Geography 97, no. 1 (May 15, 2008): 29–30. http://dx.doi.org/10.1111/j.0028-8292.1994.tb00341.x.

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Adamson, Bob, and Ora Kwo. "Constructing an official English for China, 1949–2000." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 159–83. http://dx.doi.org/10.1075/japc.12.1.10ada.

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This paper focuses on the construction of the linguistic contents of the current junior secondary school syllabus and national textbooks in the People’s Republic of China, from which the official English promoted by the state can be identified. Using quantitative and qualitative data, the paper analyses the nature of this official English in five distinct historical phases. It finds that the English curriculum in the different phases was linked to shifting national economic and political priorities, as evidenced by the attention to structured pedagogical approaches that focus on communication during times of economic modernisation and openness to the outside world, and by the stress on political and moral messages during times of hyper-politicisation and relative international isolation. English is constructed for its economic and political utility, based on an exogenous model, British English. It is not officially constructed to reflect an endogenous variety of Chinese English.

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Lozano-Díaz, Antonia, and Juan S. Fernández-Prados. "Educating Digital Citizens: An Opportunity to Critical and Activist Perspective of Sustainable Development Goals." Sustainability 12, no. 18 (September 4, 2020): 7260. http://dx.doi.org/10.3390/su12187260.

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The 2030 Agenda sets out seventeen Sustainable Development Goals (SDGs). The educational goal is to promote the education of citizens on sustainable development, among other things. Educating today’s digital citizens on sustainability means training them for justice and social activism, commitment and political engagement. However, research into the subject shows a lack of consistency in the education of university students. This paper presents a study of students of Education, on education on sustainability through the practice of active and critical digital citizenship. A quasi-experimental method was used to learn about the behaviors of digital citizens, and intervention was carried out by means of an SDG-focused workshop and observation of the final level of commitment. The results show a positive level of commitment and digital activism around content related to sustainable development, which can be addressed from the university syllabus in a cross-curricular way.

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KAMIS, AMIR SYAWAL, AHMAD FAIZAL AHMAD FUAD, MOHD SAIFUL IZWAAN SAADON, and MOHD NAIM FADZIL. "THE IMPACT OF BASIC TRAINING ON SEAFARERS’ SAFETY KNOWLEDGE, ATTITUDE AND BEHAVIOUR." Journal of Sustainability Science and Management 15, no. 6 (August 30, 2020): 137–58. http://dx.doi.org/10.46754/jbsd.2020.08.012.

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Standards of Training, Certification, and Watchkeeping (STCW) Basic Training (BT) is mandatory for every seafarer before starting to work on board merchant ships. The knowledge, attitude, and behaviour (KAB) theory explains that knowledge enhances one’s attitude, thus leading to improved behaviour. Accordingly, this study determined the effects of BT on seafarers’ shipboard safety KAB. The process commenced by ascertaining whether the BT course offered in the Maritime Institutes was on par with BT contents provided by the International Maritime Organisation (IMO). For data collection and filtration purposes, the factors, filtering elements, and filtered model (FFF model) were utilised to measure safety education and KAB. Following this, a measurable questionnaire was developed for this particular study survey. The data collected were then analysed by using the Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA), which involved the use of SPSS and AMOS SPSS. Essentially, data obtained from the respondents successfully established the impacts of BT on the KAB, which revealed its role in improving the seafarers’ KAB. Therefore, the factors identified in this study are expected to be utilised in maritime institutions as BT syllabus incorporates domains aimed to instil the right attitudes among seafarers.

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Tomal, Necati. "Assestment of Grade 5 Social Studies Textbook Content in Light of Teacher Opinios." Journal of Education and Training Studies 7, no. 7 (June 5, 2019): 124. http://dx.doi.org/10.11114/jets.v7i7.4314.

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There have been significant changes in social studies textbooks through time. Especially since the 2005 syllabus entered into force, these textbooks have seen important changes both in content and form. While comprising of a little citizenship knowledge and mostly history and geography subjects before, since 2005 these textbooks came to contain many fields of knowledge including science and technology, psychology, sociology and economy, in addition to the history and geography subjects before. This new form of the textbooks has also passed through many changes until today. Finally, social studies textbooks were updated in 2018-2019 academic year based on the changes in the program. The goal of this study is to assess the contents of this updated grade 5 social studies textbook in line with opinions of the teachers.In scope of this study an interview form mostly comprised of open-ended question was applied with 28 teachers working in various provinces in order to assess the contents of the grade 5 social studies textbook put into use in the 2018-2019 academic year. The responses given to these open-ended questions are processed by content analysis method, which is a qualitative research technique. The study process was conducted in a planned and transparent manner. This is also important for reliability and validity of the study.It is found that teachers are generally satisfied with the content of grade 5 social studies textbook. There are some problems cited in regard of the language of the book not being suitable for the student level in context of some subjects. In particular, teachers have important suggestions regarding use of a storytelling language in regard of culture and heritage subjects in the textbook. The textbook is found adequate in regard of actuality and inner circle teaching. The teacher largely think compatibility of visuals with the content of textbook is sufficient; however, the textbook used in the previous year was also deemed agreeable in this regard.

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Jiménez-Hernández, David, Víctor González-Calatayud, Ana Torres-Soto, Asunción Martínez Mayoral, and Javier Morales. "Digital Competence of Future Secondary School Teachers: Differences According to Gender, Age, and Branch of Knowledge." Sustainability 12, no. 22 (November 14, 2020): 9473. http://dx.doi.org/10.3390/su12229473.

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The development of related technological skills in secondary students is perceived as unachievable if the teachers do not have enough technological expertise to guide their students. This study was based on investigating digital competence on the population of graduate students undertaking a Master’s degree in Education to train as teachers for the secondary educational level. The study made it possible to conclude, on the one hand, the homogeneity of university degrees within the scope of the Bologna Plan, with respect to mean levels of digital training. On the other hand, more exhaustively, differences have come to light concerning specific training on the different digital competence areas in the DigComp evaluation system, related to gender, branch of knowledge, age, and by considering the self-perception of individuals on their own capabilities in everyday technological issues. Consequently, the need for incorporating an ICT syllabus into the subjects covered by a Master’s in education has been highlighted, as well as promoting females, older people, and nontechnological degrees. Digital training on critical competence areas for teaching, such as the creation of digital content, suffers from major shortcomings and should also be promoted.

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Unceta, Alfonso, Igone Guerra, and Xabier Barandiaran. "Integrating Social Innovation into the Curriculum of Higher Education Institutions in Latin America: Insights from the Students4Change Project." Sustainability 13, no. 10 (May 11, 2021): 5378. http://dx.doi.org/10.3390/su13105378.

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In the last two decades, social innovation (SI) and social entrepreneurship (SE) have gained relevance and interest within the framework of academia at international level. Higher education institutions (HEIs) are key players in promoting innovation and social entrepreneurship initiatives that respond to multifaceted challenges. They support strategies on the basis of the strengthening of participation, collaboration, and cooperation with society and its local communities. However, the approach of Latin American universities to SI and SE has been very uneven in the way they have understood them, integrated them into academic programmes, and transferred knowledge to society. On the basis of the experience of the Students4Change project, we sought to understand the role of Latin American HEIs in promoting social innovations by analysing the experiences of 10 participating universities to formalise a pedagogical programme on SI and SE in their institutions. The results suggest that there is still a need to formalise an academic syllabus that is specifically designed to promote social innovations and to train universities in this endeavour. This paper contributes to the identification of the main levers of change, strengths, and challenges that Latin American universities face to institutionalise SI and SE in their contexts.

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