Journal articles on the topic 'Lesson beginnings'
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Wakefield, Jamara. "Interview with Ntozake Shange." Langston Hughes Review 28, no. 1 (March 1, 2022): 81–97. http://dx.doi.org/10.5325/langhughrevi.28.1.0081.
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ABSTRACT An intimate interview with Ntozake Shange, the conversation was a Black Feminist history lesson, an artist manifesto, a 70s-era testimonial, a sentimental conversation about new beginnings, and lessons about working through personal limitations.
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Hamiloğlu, Kamile. "Integration of Technology Through Digital Portfolios in Transformative Foreign Language Teacher Education for Professional Development." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 119. http://dx.doi.org/10.26417/ejls.v9i1.p119-119.
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Foreign language teacher education has been having a shift from a transmissive into a transformative and progressive perspective with which pre-service teachers (student teachers) have become more aware of their own learning, growth and progress since the beginnings of the 2000s, in particular. What transformative teacher education is designed for today is that a prospective teacher is to be aware of how they are learning to teach by themselves. Transformative teacher education focusses mainly on pre-service teachers’ awareness of how they are becoming a teacher and what is happening throughout their becoming since they can transfer all of that experience into their own future careers and their prospective students’ lives. With the integration of technology, we, teacher educators, have more opportunities today, to witness our student teachers’ (pre-service education teachers’) awareness situation and their stories of becoming teachers. Digital portfolios which provide them to save all of their written work as a digital copy throughout months, even years, help us be constant witnesses of their professional growth and development throughout the years they attend the faculty of education. This also gives way to make our evaluation from many different perspectives: we can see how they prepare their paper work as lesson plans, worksheets, reports, checklist and so on and besides, we can read their digital journals where they write their thoughts, opinions, ideas and feelings about their own practices, experience and learning, which would make their becoming stories a very humanistic cooperation and collaboration work. This paper intends to present a longitudinal research on the digital portfolio of pre-service (student) teachers of FLTE in a state university, İstanbul, Turkey for two years from 2015 to 2017. During their final years (year 4), approximately 120 student teachers kept a digital portfolio in which they saved their lesson plans, observation checklists, and teaching reports about and in a practicum course at the faculty and the practicum in primary and secondary schools in İstanbul. This paper evaluated the process and outcomes of these portfolios in terms of their contributions to the student teachers’ professional developments regarding pre-service teachers’ reported reflections. The results showed that the digital portfolios, especially their digital journals provided quite positive outcomes relevant to their awareness on their professional development.
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Tokaryeva, Tetyana. "FEATURES OF A FOREIGN LANGUAGE LESSON." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 167–72. http://dx.doi.org/10.36550/2415-7988-2021-1-194-167-172.
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The article considers the main features of a foreign language lesson in view of the goals and content of the lesson, its complex nature, structure and main types. Considerable attention is paid to the complex nature of work in the classroom, as all elements of language material – phonetic, lexical and grammatical – are interdependent in the implementation of foreign language speech activities. The specifics of goal setting are considered taking into account the features of the lesson, its structure and typology. The purpose of the lesson is a definite reflection of the ultimate goal, a specific part of it. Proper understanding of the purpose of the lesson should be based on a combination of two features of the lesson – language learning and complexity. Each foreign language lesson has a practical, educational and upbringing purpose. The structure of the lesson involves closely interrelated and independent activities of teachers and students, in which the learning process is embodied. The article focuses on the initial stage of a foreign language lesson, which prepares students to implement skills and abilities in various types of speech activities, such as speaking, listening, reading and writing. The beginning of the lesson is one of the constant stages of a foreign language lesson. The initial stage consists of various exercises, mostly oral. It can also be implemented in the form of dialogue between students, in the form of students asking a series of questions on a particular topic addressed to the class. The teacher may also suggest starting the lesson with a story based on familiar and understandable learning material. In addition, individual or frontal control can be performed at the beginning of the lesson. Since a foreign language lesson is a lesson in the development of skills, the stages of communication and consolidation of new knowledge are combined with the performance of various exercises. Lessons of different types, combined for a specific purpose, can form a system of thematic series, within which the objectives of the lessons vary in quantitative and qualitative terms. There are three such systems, namely, the system of lessons aimed at: 1) the development of oral skills and abilities; 2) reading and understanding the text; 3) for the development of both groups of skills. An overview of the typology of foreign language lessons developed and proposed by leading experts in the field of methods of teaching foreign languages is presented in order to emphasize the features of a foreign language lesson.
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Kırmızı, Özkan, and Irfan Tosuncuoglu. "Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey." English Language Teaching 12, no. 4 (March 16, 2019): 127. http://dx.doi.org/10.5539/elt.v12n4p127.
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The present study was designed to investigate the emerging reflective practices of four pre-service English teachers during their practicum experience. The teachers were selected on the basis of convenience. Qualitative paradigm was adopted in the study. Observations, video recordings, and audio recordings were used as data collection tools. Each participant was observed four times and all the lessons were video-recorded. After each lesson, reflection sessions were conducted with the researcher, the pre-service teacher, and the mentor. These sessions were audio-recorded. As for the analysis of the data, content analysis was employed. As a result of the analysis of the data, use of L1, material use and planning, the pace and mood of the lesson, error correction, content and grading, and classroom management emerged as critical areas of reflection on the part of the participants.
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Vasiljuk, Dina, Alexandra Budke, Veit Maier, and Uwe Krause. "Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teachers." Education Sciences 12, no. 12 (November 25, 2022): 861. http://dx.doi.org/10.3390/educsci12120861.
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This exploratory qualitative study reports student teachers’ knowledge of multiperspectivity as well as how student teachers consider multiperspectivity in lesson planning. The study was embedded in a project in which German and Dutch student teachers dealt with multiperspectivity for one semester. Based on the theoretical literature and the empirical results, we identified a set of criteria for multiperspectivity in geography lessons. These criteria were then applied to analyse the student teachers’ lesson plans and teaching materials as well as the student teachers’ answers in the qualitative questionnaires, which the student teachers answered at the beginning and at the end of the semester. The results of this study showed that the professional knowledge of student teachers in terms of multiperspectivity was not extensively represented or apparent from the answers to either the pre- or the postquestionnaire. The analysis of the lesson plans and the teaching materials showed that the student teacher groups were able to form a multiperspective topic didactically. However, not all groups had considered promoting evaluation competence in lesson planning, and the reflection competence was hardly considered. Therefore, our developed criteria for multiperspectivity in geography lessons could help student teachers to better understand and consider multiperspectivity when planning lessons.
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Getmanskaya, Elena V. "Literary education in the context of STEAM approach (based on western research)." Literature at School, no. 6, 2020 (2020): 64–76. http://dx.doi.org/10.31862/0130-3414-2020-6-64-76.
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The development of the STEAM-approach is one of the main trends in global education. It integrates Sciences (S), Тechnology (T), Engineering (E), Arts (A), and Mathematics (M). Future Specialists need comprehensive training in the exact Sciences, Biology, Engineering, and Design – and this future is being prepared today. STEAM education is introduced in Western schools from an early age. The most important theoretical position of this approach is the statement that a student who knows the artistic beginnings of life (literature, painting, music, art design), achieves more in mathematics, and in engineering, and in Sciences. STEAM-literature curriculum is also based on an interdisciplinary and applied approach. The purpose of a lesson on the analysis of a literary text, as a rule, is associated with the creation of a material object (model) by students, in which their knowledge of all the listed disciplines is comprehensively invested. The main tool for interpreting a literary text in this approach is design. Not just design tasks are solved in the classroom with its help – design is one of the basic forms of modern visual art. The main question, which the author of the article faces, is whether it is possible to implement such the technologies at school without losses for the studied work of art. The analysis of western models leads to the conclusion that the significance of literature, as an independent subject, changes within the STEAM-approach – part of its autonomy is delegated to other disciplines. At the same time, a new, unexpected configuration of subjects appears in the classroom: literature is now integrated with biology, design, and mathematics. Thus, the interdisciplinary basis of STEAM takes the teaching of literature to a new interdisciplinary level. At the same time, it raises some questions about the degree of presence of the literary text itself in this approach, and the laws of its creation and the depth of its interpretation by students.
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Erten, Canan, and Şeyda Çilden. "BAŞLANGIÇ KEMAN EĞİTİMİNDE KULAKTAN ÖĞRETİMİN GÖRSEL VE İŞİTSEL REAKSİYON ZAMANINA ETKİSİ." e-Journal of New World Sciences Academy 15, no. 4 (October 31, 2020): 258–77. http://dx.doi.org/10.12739/nwsa.2020.15.4.d0265.
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The purpose of this study is to demonstrate the effect of the learning by ear method on the duration of visual and auditory reaction in initial violin education. In the study, pre-test post-test control group model was used from real test models. In the implementation process, the violin lesson in the experimental group was processed without notes based on the learning by ear method, in the Control Group lessons processed using the note. SPSS program was used in the analysis of the data obtained as the result of the measurements. When the findings obtained from the study were evaluated statistically, there was a statistically significant difference (p<0.5). between the reaction time pre-test - post-test scores of all the variables of the test group. While there was no statistically significant difference (p<0.5). between the pre-test and post-test scores of dominant hand-auditory reaction time for the control group; a statistically significant difference was found between pre-test and post-test scores for the other eight variables (p<0.5). When we look at the final tests of both groups, there was a significant difference (p=.008) in favor of the experimental group, as opposed to expected, only between the points related to the left-hand visual reaction time.
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Costa-Giomi, Eugenia, Patricia J. Flowers, and Wakaha Sasaki. "Piano Lessons of Beginning Students Who Persist or Drop out: Teacher Behavior, Student Behavior, and Lesson Progress." Journal of Research in Music Education 53, no. 3 (2005): 234. http://dx.doi.org/10.2307/3598682.
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Wallace, Ann H. "Anticipating Student Responses to Improve Problem Solving." Mathematics Teaching in the Middle School 12, no. 9 (May 2007): 504–11. http://dx.doi.org/10.5951/mtms.12.9.0504.
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I have been a Mathematics Teacher and Educator throughout all four publications of the Standards documents (NCTM 1991, 1995, 1989, and 2000). Over the years, while concentrating on improving various aspects of my teaching, specifically, improving my students' ability to problem solve, I have been perplexed to see students pick numbers out of a problem and perform an operation with no regard for the context. To address this issue by teaching problem-solving lessons made me realize that I did not know the difference between students solving a problem and actual problem solving. A lesson beginning with a problem or task does not make it a problem-solving lesson, especially when students would inevitably solve it the way I had intended. Instead of problem solving, my students were trying to figure out what I was thinking. To prevent the temptation of leading students in this way of thinking required careful planning of problem-solving lessons.
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Wing Chu, Kai. "Beginning a journey of knowledge management in a secondary school." Journal of Knowledge Management 20, no. 2 (April 4, 2016): 364–85. http://dx.doi.org/10.1108/jkm-04-2015-0155.
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Purpose Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future. Design/methodology/approach The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation. Research limitations/implications This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area. Practical implications This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools. Social implications Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors. Originality/value This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.
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Mutakinati, L., I. Anwari, and Y. Kumano. "Analysis of Students’ Critical Thinking Skill of Middle School through STEM Education Project-Based Learning." Jurnal Pendidikan IPA Indonesia 7, no. 1 (April 3, 2018): 54–65. http://dx.doi.org/10.15294/jpii.v7i1.10495.
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This research is to investigate the students` critical thinking skill by using STEM education through Project Based Learning. The study applied descriptive research design. In these lessons, the participants were 160 first grade Japanese middle school students from four classes. They were divided into nine groups each class. The instruments are worksheets to explore students’ initial knowledge about how to clean up wastewater and critical thinking processes. The worksheet consists of the designing solution, and understanding of concepts to identify critical thinking based on purpose and question, selection of information, assumption, and point of view the solution, and implication. Students were asked to design tools to clean up the wastewater. Students were given more than one chance to design the best product for wastewater treatment. The lessons consist of six lessons. The first lesson is the introduction of colloid, solution, and suspension, and discussion about wastewater. The second lesson to the fourth lesson was finding solutions and designing products. The fifth lesson was to watch a video of wastewater treatments in Japan and to optimize the solutions or products. The last lesson was to make a conclusion, to exchange presentations, and to develop discussion. Implementation of STEM education can be seen from the students` solutions, some students used biology or chemistry or physics or combination concept and Mathematics to design solution (technology) for treatment of wastewater. The result showed that the mean score of students` critical thinking skill was 2.82. The students` critical thinking skill was categorized as advanced thinker: 41.6%, practicing thinker: 30,6%, beginning thinker: 25%, and challenged thinker: 2.8%. And the category for students` critical thinking was practicing thinker. Practicing thinker is a stage of critical thinking development, they have enough skill in thinking to critique their own plan for systematic practice, and to construct a realistic critique of their powers of thought to solve the contextual problem.
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Lindström, Clare. "Two tenses are better than one." International Journal for Lesson and Learning Studies 6, no. 2 (April 10, 2017): 124–34. http://dx.doi.org/10.1108/ijlls-10-2016-0034.
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Purpose The purpose of this paper is to present findings from a learning study (Lindström, 2015) with Swedish sixth grade pupils on the English grammatical structure, the progressive aspect (PROG). The focus is on how the lesson design and the treatment of the subject content, informed by variation theory, affected the learning of the PROG. Design/methodology/approach Four teachers of English as a foreign language, including the teacher researcher, collaborated to plan, teach, evaluate and analyse a series of six research lessons. The theoretical framework was the variation theory of learning which was used both to design the lessons and analyse teaching and learning. A basic assumption is that learning is a function of discernment, and discernment is conditional upon experiencing variaion. Empirical data consisted of interview transcripts, pre- and post-lesson assessments, and video recordings of the lessons. Findings The use of the present tense when teaching the PROG was insufficient. When the past tense was introduced, along with particularly powerful examples, pupils’ understanding of the PROG improved. Furthermore, reversing the conventional order by instead beginning the lesson with examples in the past tense, helped the pupils to generalise the meanings of the PROG. Improved pupil learning outcomes were observed when the PROG was treated from the perspective of wholeness, simultaneity and complexity. Originality/value The findings challenge conventional ways of teaching the PROG and thus have value for instruction of English as a foreign language.
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Brittin, Ruth V. "Preservice and Experienced Teachers' Lesson Plans for Beginning Instrumentalists." Journal of Research in Music Education 53, no. 1 (April 2005): 26–39. http://dx.doi.org/10.1177/002242940505300103.
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Preservice and experienced teachers ( N=58, from 7 universities) wrote lesson plans for a hypothetical beginning band lesson, using one page from a band method book as source material. Lesson plans were analyzed for word count, level of detail, and for strategies that appeared most frequently. Experienced teachers used fewer words than undergraduates but revealed the same number of strategies and level of detail, on average. There were institutional differences in the variety of strategies incorporated, indicating certain institutions may value a wider range of strategies and activities in beginning band classes. Participants also compared their written plans to a published lesson plan and rated their familiarity with various approaches, giving another view on strategies considered most common. Familiarity ratings were similar when comparing preservice and experienced teachers and when comparing institutions. Degrees of prevalence of specific strategies, such as decontextualization of material, repetition, and modeling are discussed. May 7, 2004 January 18, 2005.
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Kwangsawad, Thooptong. "Beginning teacher induction program for technology integration in CLIL." Asian Journal of Interdisciplinary Research 3, no. 4 (October 10, 2020): 22–33. http://dx.doi.org/10.34256/ajir2043.
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Beginning teacher induction is a transition from pre-service teacher preparation to teaching professional which brings a shift in a role orientation and an epistemological move from knowing about teaching through formal study to knowing how to teach by facing daily teaching challenges. This paper deals with the implementation and evaluation of beginning teacher induction programs for technology integration in Content and Language Integrated Learning (CLIL) for 24 beginning teachers from the northeastern region in Thailand. Both quantitative and qualitative data were collected. Quantitative data were collected from the assessment of the lesson plans and implementation of the lesson plans then analyzed using mean and standard deviation. Qualitative data were collected from three sources: (1) written logs by the participants, (2) data from video observation by the researcher, and (3) field notes by the researcher. Findings from the assessment of the lesson plans and implementation of the lesson plans were at a low level. Almost all participants reported having difficulties in technology integration in CLIL.
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Tapan-Broutin, Menekse Seden, and Burcu Isik-Sarioglu. "Examination of documentational processes of mathematics teachers during their pre- and in-service professional lives." Pedagogical Research 8, no. 1 (January 1, 2023): em0146. http://dx.doi.org/10.29333/pr/12664.
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This study aims to reveal the similarities and differences between the documentational genesis processes of the teachers during their pre-service education in the last year of the education faculty and at the beginning of their professional teaching lives. Reflective investigation research design was used in this study. The data collection tools used during the pre-service and in-service lives are their lesson plans, their diaries, their lesson scenarios, the observations and video recordings of their lessons, the self-evaluation form, and the peer evaluation form. Three main categories were determined for the resources that affect the documentation process of teachers: resources from university education, resources from professional experience, and resources related to their personal learning inferences during their student years.
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Enugu, Ramya Krishna, and Hayat Hokayem. "How to make the engage really engaging: A framework for an instructional approach for the pre-service teachers." Eurasian Journal of Science and Environmental Education 3, no. 1 (January 1, 2023): 1–5. http://dx.doi.org/10.30935/ejsee/12706.
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The five phases of the 5E instructional model based on the constructivist learning theory encourages inquiry in the science classroom. The first, engage phase of the 5E inquiry model plays a critical role in piquing students’ interest and in the pre-diagnostic assessment before beginning the lesson. In this study, 55 pre-service teachers (PSTs) enrolled into a science methods course and participated in a qualitative research study. Using the 5E instructional approach, PSTs planned and implemented peer teaching and field teaching. The data from the PSTs inquiry-based peer teaching lesson plans, field teaching lesson plans, peer teaching sessions, and PST interviews were constantly compared and analyzed. The results showed that only 56% of the PSTs planned lessons with good engage phase that relates to the objective of the lesson, with good questions to assess students’ knowledge and spur their curiosity. Based on the results of this study, we came up with a framework to design a good engage phase:<br /> - Engage phase must relate to the objective of the lesson.<br /> - Engage phase must assess students’ prior knowledge and identify their misconceptions.<br /> - Engage phase must create curiosity among students.
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Martorell, Antonio. "A lesson learned: The beginning and end of life." Latino Studies 19, no. 4 (November 16, 2021): 541–51. http://dx.doi.org/10.1057/s41276-021-00343-2.
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Brittin, Ruth V. "Preservice and Experienced Teachers' Lesson Plans for Beginning Instrumentalists." Journal of Research in Music Education 53, no. 1 (2005): 26. http://dx.doi.org/10.2307/3345604.
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Jansem, Anchalee. "Teaching Practices and Knowledge Base of English as a Foreign Language Teachers’ Communicative Language Teaching Implementation." International Education Studies 12, no. 7 (June 29, 2019): 58. http://dx.doi.org/10.5539/ies.v12n7p58.
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This small scale study aimed at identifying (1) the characteristics of teaching practices in CLT classrooms, (2) teachers’ opinions underlying such practices, (3) their positions while adopting CLT, and (4) a knowledge base used as a framework of CLT implementation. Eight Thai teachers who regarded themselves as CLT proponents voluntarily took part in this study. Data collected via classroom observations and post-teaching semi-structured interviews indicated that CLT involved four common features including promoting ‘small talk’ in the target language, beginning the lesson with the combination of lead-in and presentation strategies, positively reacting to students’ linguistic errors, and emphasizing semi-communicative activities. The participants’ opinions underlying CLT implementation centered on playing multiple roles including lesson designers, class managers, and English users with certain levels of English proficiency. Content, pedagogical content, and subject matter knowledge served as their major elements of the knowledge base for teaching when conducting CLT lessons.
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LUTFULLIN, M., V. LUTFULLIN, and L. MATYASH. "ANOMALIES IN THE IMPLEMENTATION OF METHODS OF TEACHING MATHEMATICS AND THEIR CONSEQUENCES." Pedagogical Sciences, no. 77 (August 28, 2021): 8–12. http://dx.doi.org/10.33989/2524-2474.2021.77.239274.
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The article deals with the negative trends in the development of school mathematics education in the context of the relationship of inductive and deductive methods of teaching educational material. It is stated that the dominance of deduction in teaching of mathematics in high school and its separation from inductive explanations to students of mathematical concepts, definitions, rules, formulas indicates a complete disregard for pedagogical experience and K.F. Lebedyntsev and D. Polya’s methodical research. The historical causes of excessive application of the deductive method of teaching mathematics are revealed: the centuriesold practice of imitating the method of “Beginnings” by Euclid; historically short (about four centuries) period of induction method formation in scientific research; even shorter period of pedagogical induction applications practice. In order to more fully revealing the pedagogical significance of inductive methods of teaching mathematics, a brief analysis of the methodical features of lectures course on algebra, developed and delivered by I. Newton to the students of Cambridge University, was carried out.It is found out that this course has a strong inductive orientation and revealed this genius English scientist’s conviction that teaching mathematics is an art in which solving examples and problems is more important and useful than rules. It is emphasized that this I. Newton’s conviction was significantly ahead of other Western European mathematicians. The purposefulness and persistence of national mathematicians-teachers M.G. Kurganov, F.I. Busse, P.S. Guriev, O.M. Strannolyubsky, S.I. Shohor-Trotsky, K.F. Lebedyntsev in substantiating the pedagogical significance of the inductive method of teaching mathematics and its practical implementation were noted. The important general didactic significance of F.I. Busse’s views on the implementation of learning consciousness principle has been revealed. Examples of M.M. Luzin’s high school education and modern practice of training mathematics teachers are given. They show that the lack of inductive explanations of the main thing in the content of the lesson turns deductive learning into formal-deductive, accompanied by the substitution of understanding by thoughtless mechanical memorization of educational material. The exceptional relevance of the practical implementation of the methodical heritage of K.F. Lebedyntsev and D. Polya’s in the context of solving the problem of improving the quality of school mathematical education is substantiated. The most important task of of the considered problem – determinating the practical ways of its decision – is formulated.
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Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "INTERDISCIPLINARY RELATION REALISATION DIDACTIC POSSIBILITIES: SUBJECT NANOTECHNOLOGY BEGINNING – FULLERENES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 1 (March 25, 2015): 20–31. http://dx.doi.org/10.48127/gu-nse/15.12.20.
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One of the main natural science education aims is the integral perception of the phenomena occurring in nature. Therefore, teachers have to be able to find and convey the pupils the links between separate natural sciences. For this, it is necessary to specially organise the teaching process itself, to prepare the teaching material. First of all, the material has to be distinguished which reflects interdisciplinary links, to choose the teaching forms, methods and ways. In the renewed natural science general programme, seeking to bring secondary education nearer to present day requirements and to improve pupils’ learning motivation, one of the most rapidly spreading science fields in the world – nanotechnology – is included. To what extent and how deep to analyse nanotechnologies, decides the teacher himself. Therefore, it is necessary for the teacher to be prepared to work in the constantly changing teaching environment, to be able to realise the newest interdisciplinary didactic principles, to use information communication technologies. By giving a sample lesson, natural science (physics, chemistry, biology) informatics and mathematics subject relation realisation didactic possibilities are revealed in the article. A sample scenario of the lesson Nanotechnologies: we produce a fullerene model, is presented. The lesson course is described, the tasks, integrating natural sciences, information technologies and mathematics are presented, extra tasks and the tasks for homework are foreseen.
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Pavelkova, Marie. "Student questions as significant potential for student learning." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (December 28, 2018): 89–100. http://dx.doi.org/10.18844/prosoc.v5i3.3914.
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The purpose of this study is to discuss the student question as significant potential for supporting student learning. Student questions were investigated using the direct observation method during mathematics lessons. The research sample consisted of six mathematics lessons. The results demonstrate that if a student asks questions about the information he requires to resolve a learning assignment actively in the context of tuition, he also comes up with ideas on how to proceed in the context of resolving the learning assignment. We created a student question typology which points out how students might involve in their learning process by asking questions and thereby better understanding what they know and what is new to them from the lesson content. We consider creation of this typology to be the pilot part of actual research of student questions at the beginning of school attendance.
Keywords: Student questions, students learning, typology.
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Kang, Hosun. "Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks." Journal of Teacher Education 68, no. 1 (December 2, 2016): 55–68. http://dx.doi.org/10.1177/0022487116676313.
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This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs’ trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. Data include 32 sets of teaching artifacts, interviews with PSTs, interviews with methods course instructors, and interviews with mentor teachers. The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice. The consistencies and changes observed in the PSTs’ trajectories of planning reveal the dynamic, responsive, and contentious nature of planning situated in local contexts. Three implications for designing productive learning opportunities for PSTs are discussed.
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al-Hasan Yahya al-Manakhrih, al-Hasan Yahya al-Manakhrih. "Alternative conceptions of students in Arabic language applications and the proper method of correcting them by using some active learning strategies: Adjective lesson as a model." journal of king abdulaziz university arts and humanities 25, no. 1 (March 10, 2017): 65–93. http://dx.doi.org/10.4197/art.25-1.3.
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This study aimed to examine the effectiveness of some active learning strategies in adjusting students’ alternative perceptions about the concepts of the adjective lesson in the textbook of “My Language” taught in Saudi Middle Schools.To achieve this, a descriptive and quasi-experimental design approaches were employed. Beginning by identifying students’ alternative perceptions of the concepts of the adjective lesson, an evaluating test was applied for 120 students grade 9 in Jeddah.The result of the evaluating test has indicated that there were alternative perceptions of the concepts of the adjective lesson among students.Therefor, the researcher has designed a guide for using an active learning strategies for teachers to teach adjective lesson. To examine the effectiveness of active learning strategies in adjusting students’ alternative perceptions, a group of 30 students grade 9 in Jeddah were involved in the experimental. This group were taught the adjective lesson by traditional methods and also taught the lesson by using active learning strategies. The findings indicated that the students who were taught by active learning strategies are more likely to alter the alternative perceptions than those who were taught by traditional method.In light of the findings of the study, the researcher recommends that it is important to uncover the students’ alternative perceptions in the various Arabic language lessons, in order to help the students in adjusting the alternative perceptions by using active learning strategies , and improving teachers’ capabilities through pre-service and in-service training in applying several teaching strategies including the active learning strategies to improve the linguistic performance in the Arabic language.
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Costa-Giomi, Eugenia, Patricia J. Flowers, and Wakaha Sasaki. "Piano Lessons of Beginning Students Who Persist or Drop Out." Journal of Research in Music Education 53, no. 3 (October 2005): 234–47. http://dx.doi.org/10.1177/002242940505300305.
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The purpose of this study was to identify behavioral differences between children who dropped out of piano lessons and those who continued for 3 years. Two videotaped first-year lessons of 14 pairs of piano students were systematically observed to record the duration or frequency of occurrence of selected student and teacher behaviors. Students in each pair took lessons with the same teacher and had comparable initial levels of pianistic ability and achievement. One child in the pair continued the piano lessons for 3 years, whereas the other child dropped out during the first or second year of lessons. In general, dropouts elicited verbal cues and tended to seek approval from the teachers more often than did the more persevering students. On the other hand, they received fewer actual approvals from the teachers, tended to accomplish the goals set by the teachers less often during the lessons, and obtained lower marks in the end-of-year piano exam than did their matched peers. The results of independent analyses performed for students who dropped out during the first and second year of lessons suggest that behavioral differences related to achievement may help identify late dropouts, but not early dropouts. March 18, 2005 October 4, 2005
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Sunarti, J., Iip Istirahayu, and Slamat Fitriyadi. "EMOTIONAL ANALYSIS OF CHILDREN IN CLASS I PRIMARY SCHOOL." JBKI (Jurnal Bimbingan Konseling Indonesia) 2, no. 1 (October 30, 2017): 1. http://dx.doi.org/10.26737/jbki.v2i1.240.
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<p>This study aims to describe the emotional dynamics of first grade students at the beginning of the lesson and at the end of the lesson of one elementary school in Singkawang City and to analyse the factors causing the emotions of the first grade students at the beginning of the lesson and at the end of the lesson on one elementary school in Singkawang City. This type of research is qualitative research. Sources of data used are class I and Teacher homeroom I. Data collection techniques that researchers use is participatory observation in the process of learning in the classroom at the beginning and end of the lesson. Interview techniques in the form of structured interviews used to obtain information as complete as possible. Data collection techniques with documents in the form of writing and photos. Data Collecting Instrument used in this research are observation sheet, interview questionnaire and activity photo. The results explain the emotional dynamics in the first grade students of Brother Singkawang Elementary School at the beginning of the lesson is 100% happy. At the end of the hour 18% happy, 18% sad, and 63% angry. Factors causing emotions happy at the beginning of the lesson because it can meet friends, play and learn together. As for sad and angry emotions are not visible. At the end of the lesson there are happy emotions caused by content to play, full because they have eaten and ready to learn again and can answer teacher questions. The sad emotion at the end of the lesson is caused by still want to play, sick, hot weather, tired or tired and fighting. Furthermore, feelings of anger caused by a friend's fight and bullied, hot weather, angry due to the teacher warned and hyperactive.</p>
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Adedapo, Adeyemi, and Bolanle T. Opoola. "Levels of Integrating the ASSURE Model in Lesson Delivery of Selected Primary School Teachers in Nigeria." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 177. http://dx.doi.org/10.17507/jltr.1201.19.
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Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing instructional media. Three research questions guided the study. Fifty primary school teachers were purposively sampled and responded to a questionnaire during the 2016 FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshop. An appraisal of the sit-in-observations of this workshop shows the need for assessing the use of integrating the ASSURE model in lesson delivery. Results show that primary school teachers were below the average in terms of analyzing their pupils’ characteristics before beginning their lessons and slightly above averages in the areas of systematically defining the lesson objectives and utilization of instructional media. It is recommended that the FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshops be extended to all categories of teachers in the UBEC scheme to update their knowledge to ensure effective teaching and learning situations.
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COLMAN, IAN, and PETER B. JONES. "Birth cohort studies in psychiatry: beginning at the beginning." Psychological Medicine 34, no. 8 (November 2004): 1375–83. http://dx.doi.org/10.1017/s0033291704003277.
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Longitudinal formulations of psychiatric illness have long been familiar. In the 19th century, Thomas Clouston wrote about developmental insanity in young men, presaging modern views of schizophrenia as having some of its origins or first manifestations in early life (Clouston, 1891; O'Connell et al. 1997). At the same time, Sigmund Freud was creating his system of psychoanalysis to understand hysterical conversion and other aspects of adult psychology as sequelae of early psychological events. Now, within an epidemiological and neuroscientific framework, we are beginning to understand that a variety of psychiatric disorders, including those of later life, such as cognitive decline and dementia may be the final common pathway of a long chain of mutable events (Richards et al. 2004). Just as in clinical neurology, where one is taught to place the causal lesion as high as possible so, too, in psychiatry we should look for the seeds of causality earlier rather than later in life.
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Coenders, Fer, and Nellie Verhoef. "Lesson Study: professional development (PD) for beginning and experienced teachers." Professional Development in Education 45, no. 2 (January 29, 2018): 217–30. http://dx.doi.org/10.1080/19415257.2018.1430050.
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Bauml, Michelle. "Collaborative Lesson Planning as Professional Development for Beginning Primary Teachers." New Educator 10, no. 3 (July 3, 2014): 182–200. http://dx.doi.org/10.1080/1547688x.2014.925741.
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Harlin, Rebecca, and James D. Kirylo. "Issues in Education: Lessons: Katrina and Beginning Anew." Childhood Education 82, no. 2 (December 2005): 95–97. http://dx.doi.org/10.1080/00094056.2006.10521354.
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Schug, Mark C. "Introducing Children to Economic Reasoning: Some Beginning Lessons." Social Studies 87, no. 3 (June 1996): 114–18. http://dx.doi.org/10.1080/00377996.1996.9958424.
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Kaplan, Richard, Catherine Orrell, Stephen D. Lawn, Linda-Gail Bekker, and Robin Wood. "The Hannan Crusaid Treatment Centre – early beginnings and lessons learnt." Southern African Journal of HIV Medicine 15, no. 1 (February 26, 2014): 35–37. http://dx.doi.org/10.4102/sajhivmed.v15i1.43.
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Lamanauskas, Vincentas, Violeta Šlekienė, Loreta Ragulienė, and Renata Bilbokaitė. "DIGITAL TEACHING/LEARNING CONTENT IN NATURAL SCIENCE EDUCATION PROCESS: EFFICIENCY EVALUATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 2 (June 25, 2011): 8–26. http://dx.doi.org/10.48127/gu-nse/11.8.08a.
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Over the latter years education practice has changed a lot. New ways, forms and means of teaching “are coming” to comprehensive schools. Even applying common teaching methods and forms, their application algorithm is changing. First of all, it is related to virtual environment. You can find plenty of important material for education practice in the internet. One of urgent fields is digital teaching/learning content. We can basically assert that digital teaching/learning content is a perspective way seeking to improve education process. However, it is not right to refer only to research works carried out in other countries. It is necessary to assess the context of the country, to accomplish representative evaluations in the population of Lithuanian students and teachers. Digital teaching/learning content, as research works carried out in other countries show, can be an effective means in the teaching/learning process. Lithuania is short of such research works. Quite often teachers practitioners “are experimenting” in a very limited space and restrict themselves to only individual digital content component creation, e.g., of various computer teaching programmes. The object of this research is the efficiency evaluation of digital presentations and lesson scenarios for “Nature and man “subject lessons. Digital presentations and lesson scenarios are arranged according to the textbook “In scientists’ footsteps 5”content. The main aim is to evaluate the arranged digital teaching/learning content. The evaluation was carried out in four main aspects: • Didactic; • Technological; • Usage; • Need. The research was going on from the beginning of January, 2011 to the middle of April, 2011. 20 teachers gave experimental lessons and carried out the evaluation of each of them. The evaluation paper was prepared. It contained 34 statements, connected with the employment of digital content. The statements were evaluated in the 5 range scale from “quite agree” to “quite disagree”. Also the teachers were asked to give comments which they considered to be necessary. Experimental lessons were given in the following order: • IB+PPT (Interactive board +Power Point presentation); • IB+AcIns (interactive board +Active Inspire presentation); • S+PPT (screen + PowerPoint presentation); • S +AcIns (screen + Active Inspire presentation). One group of teachers (11) were using interactive boards + PPT/AcIns + lesson scenarios in the lessons. The second group (10) were using the screen + PPT/AcIns + lesson scenarios in the lessons. In addition, some teachers tried IB/S + lesson content was given in pdf format. Research results show, that digital teaching/learning content together with arranged lesson scenarios for the realisation of the latter is undoubtedly, an innovative phenomenon in the educational practice. DTC (Digital Teaching Content) application in education practice is significant, because it directly educates students’ digital literacy as one of the essential abilities. DTC is basically interpreted as a component supplementing and integrating traditional teaching means. It has been stated, that DTC usage makes the lesson more effective regardless of the subject of the lesson (makes it more interesting, diverse, more attractive), develops students’ cognitive and psychosocial abilities, strengthens learning motivation, activates teaching/learning process itself. In addition, employment of DTC plays a supplementing role in education process applying various ICT, e.g., interactive boards, multimedia projectors and other. It has been stated, that prepared DTC in respect of realisation and extent of time is suitable and optimal. Optimal amount of slides is presented, the duration of slide usage in terms of time is optimal, and the foreseen activities are fully implemented. Referring to research results we can claim, that the priority is given to Active Inspire format. We can surely assert that DTC usage together with the other teaching /learning devices solves valeological - ergonomic problems. Time is saved, the usage of time allotted to learning is made more effective, teachers’ work itself is made easier, in this way forming possibilities to solve other important education questions. Key words: basic school, digital teaching and learning content, evaluation, natural science education.
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Zhukovskyi, Y., M. Kruk, and O. Shokhanov. "Scientific and Methodological Foundation of Improvement of the Students` Coordination Abilities at the Table Tennis Training Lessons." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 56–60. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).10.
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The problems of physical education and health are very important due to the world situation. The article contains information about interests of students of higher educational institutions: we have noted the rising interest to the table tennis, as a spectacular kind of sport.
Table tennis is one of the most popular kinds of sport among students. It helps to develop following skills: accuracy, speed and reaction speed, explosive power, sense of rhythm operational thinking, the ability to concentrate attention and coordination. Table tennis has been recommended as the most perspective kind of sport, which is available for health.
The article provides an example of structure and content of physical education training lessons with students of higher educational institutions with the use of table tennis. Students of the experimental group worked at the increasing their coordination abilities at the table tennis lessons. The training was divided into three parts: preparation, the main part and the conclusion. Each part had the own differences. The preparation part took up 12-15% of the total time and was aimed to involve and warm up the big muscles.
The main part of the lesson took up 75-80% of the total time. This part was divided into three: exercises without the ball, exercises with the ball and the racket, training games. The final part of the lesson was about 10% of the total time. Exercises were aimed at relaxing: breathing, flexibility exercises, jogging, walking.
In order to improve the coordination skills it necessary to remember for methodological principles: coordination exercises should be at the beginning of the lesson, exercises should be difficult, limited of the number and duration, exercises should be at the defined time, using of the general physical exercises.
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Engl, Margaret, Steven B. Permuth, and Terri K. Wonder. "Brown v. Board of Education: A Beginning Lesson in Social Justice." International Journal of Educational Reform 13, no. 1 (January 2004): 64–73. http://dx.doi.org/10.1177/105678790401300106.
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James, Alisa R., and Douglas H. Collier. "Warm-Ups: The Key to the Beginning of a Great Lesson." Strategies 25, no. 1 (September 2011): 14–15. http://dx.doi.org/10.1080/08924562.2011.10592127.
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Kartal, Tezcan, and Irem Dilek. "Developing Pre-service Elementary Science Teachers’ Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources." International Journal on Social and Education Sciences 3, no. 4 (October 10, 2021): 710–31. http://dx.doi.org/10.46328/ijonses.124.
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Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Pre-service teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve teacher efficacy. This study examined the effect of microteaching on pre-service elementary science teachers' STEB. Pretest-posttest control group design was utilized. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at the beginning and end of the study. The treatment group planned and taught mini-lessons. The lessons were videotaped and evaluated in detail by watching the videotapes. The microteachers replanned and retaught the mini-lessons based on the feedback. The microteaching practices were conducted to support efficacy sources. The control group only planned and taught mini-lessons and received brief and undetailed feedback. Results showed significant differences in participants' personal science teaching efficacy beliefs and student outcome expectancy beliefs in terms of the treatment group. The STEB scores of the control group also decreased at the end of the study. It is suggested that pre-service teachers should have the opportunity to reflect on their performances, artifacts, or lesson plans and to design them several times.
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KOFAN, I., and O. KHOMENKO. "APPLICATION OF ELEMENTS OF PROBLEM-BASED LEARNING AS A MEANS OF INCREASEING THE EFFICIENCY OF THE BIOLOGY LESSON IN A MODERN SCHOOL." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 6, 2022): 195–203. http://dx.doi.org/10.31494/2412-9208-2022-1-2-195-203.
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Modern extremely difficult working conditions encourage teachers to make changes in the theory of pedagogy and the practice of the modern educational process. The concept of the New Ukrainian School envisages an orientation towards learning that will develop critical and productive thinking of schoolchildren, their creative approach to solving emerging problems. In the conditions of modern education, it becomes an objective necessity for the teacher to master and use innovative technologies in his lessons during training. Innovative learning is based on a certain number of technologies, among which there is also a place for problem-based learning. The article substantiates the expediency and investigates the possibility of using elements of problem-based learning in biology lessons as a means of increasing the effectiveness of the lesson in a modern school. 28 students of the 10th grade of secondary comprehensive school in Dnipro took part in the study, which was conducted in three stages. In order to find out the influence of elements of problem-based learning on increasing the effectiveness of the lesson, we used: problem situations, problem questions and tasks that were aimed at increasing the level of mental development of schoolchildren, their ability to independently search for new knowledge and creativity. The level of cognitive activity of students in biology lessons was assessed using the B. Pashnev questionnaire. The analysis of the results shows that at the beginning of the study, both girls and boys mainly had an average level of cognitive activity in class (72%). 18% of students had a low level of cognitive activity, and 10% of students had a high level. After the active use of elements of problem-based learning in lessons, a high level of cognitive activity became characteristic of 14% of students, i.e., the number of children with this level increased by 4%; the average level increased by 5% compared to the previous survey; the low level decreased by 9%. Thus, the elements of problem-based learning that were used to increase the effectiveness of the lesson are justified. It is important to use active learning methods that correspond to the learning content. It is in this way that it is possible to develop in students the ability to independently apply the acquired knowledge in non-standard situations. Key words: problem-based learning, motivational activity, problem situation, problem task, problem questions.
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Іващенко, О. В., О. М. Худолій, А. А. Тітаренко, and В. С. Скорняков. "Evaluation of Training Effects of Primary School Girls’ Power Loads." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 1 (April 9, 2016): 3–15. http://dx.doi.org/10.17309/tmfv.2016.1.1129.
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Research objective. To experimentally ground the technological approaches to evaluation of the training effects of primary school girls’ power loads.
Materials and methods. To achieve the tasks outlined, the research relied on the following methods: analysis of scientific and methodological literature, pedagogical testing, modeling, pedagogical observations and experiment, methods of mathematical experiment planning (complete factorial experiment, 2k type), discriminant analysis.
The participants in the study were 32 second-grade girls.
Research results. The training pattern effects the dynamics in the test results for the second-grade girls. The test results can improve provided that the power load brings about significant changes after the training at each spot, after the lesson (immediate training effect), and twenty four hours after the power load (delayed training effect). The higher the dynamics is for the immediate and delayed training effects, the more significant are the improved results of the power tests observed after as few as three lessons.
Conclusions. The discriminant function can be used to classify the training effects of the second-grade girls’ power loads. The first canonical function explains the results variation by 96,2%. This suggests that it is highly informative.
The centroid coordinates for five groups allow to interpret the canonical functions according to their role in differentiating the grades by the training effects of the power loads of the primary school girls. The positive pole of the first function has the condition centroids at the beginning of the power loads, after three, six, nine and twelve lessons; the negative pole has the centroids of the training effects after the power loads, after the lesson, after 24 hours. Thus, the reaction to the power load has immediate, delayed and cumulative training effects. The biggest cumulative training effect is after twelve lessons (3.045).
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Putra Prameswara, Anak Agung Gede, Mirza Ariandi, Henry Yurianto, and Ruksal Saleh. "Sebaceous carcinoma of the hand: an extremely rare case." International Journal of Research in Medical Sciences 7, no. 4 (March 27, 2019): 1360. http://dx.doi.org/10.18203/2320-6012.ijrms20191081.
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Sebaceous carcinoma is an aggressive tumor derived from adnexal epithelium of sebaceous gland and accounts for 1% of all cutaneous malignancy. Most commonly found at head and neck region. with sebaceous carcinoma in extrimity few than 100 cases have been formally documented. Since this lesion are uncommon, this lession tend to be misdiagnosed. Sebaceous carcinoma is a clinically innocuous appearing lesion with no pathognomonic features. Diagnosis is seldom made before operation and frequently misdiagnosed after operation We present our experienced with sebaceous carcinoma. female 45 years old, with history mass at her left hand grew rapidly during the past 4 months. At the beginning, there was a small wart over the little finger of her left hand that was not changing for the past 30 years. The patient then started scratching the wart until it fell off (1 year ago). The wound initially healed but then the same lesion grew back and became even larger. The patient repeated this habit and the lesion grew into its current size. The lesion itself started to bleed easily and became infected. During the past 4 months, patient also experienced the same lesion growing at her left index finger. Patient also complaint of pain which was localized to the lesion, non-radiating, and was felt increased when the patient scratched at the lesion. We performed resection of tumor and amputation at 4th and 5th fingers and also disarticulation at MCP joint 2nd finger and take a sample as histhopatological examination.
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Crowley, Terry. "In the Beginning Was the Word: Lessons from Students." Journal of Education for Library and Information Science 39, no. 3 (1998): 204. http://dx.doi.org/10.2307/40324156.
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Pfotenhauer, Jennifer, Rick Kleine, Yasmin Sitabkhan, and Darrell Earnest. "Shifting understanding of mixed numbers." Teaching Children Mathematics 19, no. 9 (May 2013): 592. http://dx.doi.org/10.5951/teacchilmath.19.9.0592.
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Students had been learning about integers and fractions on the number line. For a lesson on mixed numbers, they solved an assessment problem at the beginning of the lesson. After the lesson, the authors interviewed two students individually and asked each girl to solve the same problem again.
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Briar-Lawson, K., H. A. Lawson, C. Collier, and A. Joseph. "School-Linked Comprehensive Services: Promising Beginnings, Lessons Learned, and Future Challenges." Children & Schools 19, no. 3 (July 1, 1997): 136–48. http://dx.doi.org/10.1093/cs/19.3.136.
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Leung, JSM. "Epidemics in Ancient Imperial China – Myths, Facts and Lessons for Posterity." Clinical Research and Clinical Trials 5, no. 4 (March 29, 2022): 01–05. http://dx.doi.org/10.31579/2693-4779/086.
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The recorded history of China spanned over 47 centuries. Since the beginning of the first century epidemics of each dynasty had been duly, if incompletely, recorded. This study is an attempt to review the epidemics recorded from the beginning of the first century A.D., when epidemic records first appeared as a regular entry, to the beginning of the 20th century which marked the end of the last dynasty in Imperial China. No attempt is made to stratify the types of individual infections as such scientific knowledge was lacking. Rather, epidemics are treated as one subject, in the broadest sense, of massive and highly contagious infections, occurring wave after wave, affecting society, culture, governments and the rise and fall of empires dynasties. Some of the materials had been used in a previous article in this Journal but reused out of necessity. Yet, every attempt has been made to minimize excessive repetition.
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Oslin, Judith L. "Routines as Organizing Features in Middle School Physical Education." Journal of Teaching in Physical Education 15, no. 3 (April 1996): 319–37. http://dx.doi.org/10.1123/jtpe.15.3.319.
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This investigation examined the role of routines and activity structures as organizing features in middle school physical education. Six physical education specialists from one suburban middle school were observed during their first four lessons at the beginning of the year and during an additional lesson at midyear. Analysis revealed that routines and activity structures were well established by Day 4 and remained through midyear. Three categories of routines emerged: management, instructional support, and instructional exchange. Activity structures increased when formal instruction began, with four segments occurring during Days 1 and 2 and seven segments observed by Days 3 and 4. Although the types of routines used by these six teachers were similar, differences among teachers appeared to be related to how routines were presented, implemented, and enforced. A number of environmental features appeared to coerce utilization and implementation of routines.
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Ainiy, Nurul, Alif Saida Al-Husna, Imroatul Ngarifah, Fadhli Hakim Bahtiyar, and Nur Qomari. "Taḥdīd Mi‘yār al-Kafā’ah li-al-Ḥadd al-Adná (KKM) li-Māddat al-Lughah al-‘Arabīyah fī al-Madrasah al-Ibtidā’īyah." Al-Ma‘rifah 19, no. 2 (October 31, 2022): 153–66. http://dx.doi.org/10.21009/almakrifah.19.02.03.
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Defining the Minimum Completeness Criteria (KKM) is the first stage of implementing learning outcome assessment as part of curriculum development. Students are said to succeed in a subject if they achieve the minimum completeness criteria specified in the syllabus. This research aims to study the procedures and the method used to defining the minimum completeness criteria for Arabic lessons at Al-Fattah Elementary School, Batu, Malang. This study used the descriptive-qualitative method. Data collection methods include observation, interviews, and documentation. The results indicate that defining the minimum completeness criteria for Arabic lessons in Al-Fattah Elementary School follows two procedures. First, the Subject Teachers’ Consultation Council (MGMP) defines the minimum completeness criteria at the beginning of the school year, and for each basic competency (KD), its standard is 67, and Arabic language lesson have a standard of 71. Secondly, the minimum completeness criteria that have been defined are published for all Arabic teachers. The process of defining minimum completeness criteria in this school uses the value range method to assign the level of complexity, level of students’ absorption capacity, and efficiency level of auxiliary resources, and then calculates it using the appropriate formula to get the exact score.
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Kyselovičová, Oľga, Alena Cepková, Alžbeta Staňová, Tomáš Gregor, and Dagmar Lörincziová. "Effect Of Single And Short-Term Aerobics On Selected Mental State Parametres In Adult Females." Acta Facultatis Educationis Physicae Universitatis Comenianae 55, no. 2 (November 1, 2015): 74–85. http://dx.doi.org/10.1515/afepuc-2015-0009.
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Summary The aim of the study was to determine the degree of the influence of aerobic program on mental state of the trainees after a single and short-term application. We tried to find out the positive effects of an aerobics on the selected parameters of mental state of women that performed aerobics recreationally. Twenty-two healthy women (age 35 ± 5 years) were involved in the specific aerobic program with mini trampolines (jumping) over the period of 5 weeks. To measure the psychological parameters a modified questionnaire of type X-STAI was distributed before and after the single work out at the beginning of the study and after the 5 weeks period. Chi-quadrat analysis was used to evaluate the data. The greatest and statistically the most significant differences were recorded in the parameters ´enthusiastic´, ´boosted by energy´ and ´relaxed´, in comparison with the emotions at the beginning and at the end of the lesson in initial measuring. Comparison of changes after the 5 weeks period at the beginning and at the end of the lesson shows statistical significance in all parameters, except ´tired´. No statistical changes occurred at either the beginning or the end of the lesson comparing initial and final phases. Based on the results, we can conclude that specialized aerobic training provokes immediate changes in psychological state of the trainees via increase of their positive and decrease of negative emotions right after the lesson and when compared to its beginning. This leads to a better mental stability and a greater resistance to the influences of outer environment on mental state.
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Chen, Zhu. "Challenges of Teaching Chinese in Australian Schools: Lesson from Beginning Teacher-researchers." Journal of Language Teaching and Research 6, no. 5 (September 4, 2015): 933. http://dx.doi.org/10.17507/jltr.0605.04.
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Arianti, Arin. "The Use Of Classroom Languages For Beginning Lesson In Micro Teaching Class." Surakarta English and Literature Journal 3, no. 2 (August 31, 2020): 86. http://dx.doi.org/10.52429/selju.v3i2.484.
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