Journal articles on the topic 'School set texts'
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Alico, Jerryk Comawas. "Reading Performance of Science, Technology, Engineering and Mathematics (STEM) Students." International Journal for Innovation Education and Research 5, no. 3 (March 31, 2017): 47–58. http://dx.doi.org/10.31686/ijier.vol5.iss3.637.
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This causal-comparative research investigated whether reading comprehension performance differs if students read two different texts one that is related to their chosen field of study while the other is not. It also took interest in determining the influence of demographic and academic profile information on reading comprehension. Thirty students enrolled in the Science, Technology, Engineering and Mathematics (STEM) Strand of the Mindanao State University-Marawi Senior High School took two sets of reading comprehension tests for four times. The first set used texts whose topics are related to STEM while the second set used texts whose topics are taken from other fields of study like social sciences and economics. Findings revealed that in all four sessions of reading comprehension tests, there was a consistent significant difference between the performances of students in STEM-related and STEM-unrelated texts. Specifically, students performed better in test sets that used STEM-related texts. Moreover, there was no difference in the students’ performance when they were classified according to their gender and age. Interestingly, the curriculum they undertook in junior high school mattered in their reading comprehension performance on STEM-unrelated texts, which showed that students who were trained in science high schools performed better than other students did. These findings forward significant pedagogical implications for the effective teaching of English as well as other subject areas to Senior High School students with respect to instructional and reading materials used.
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Segovia-Aguilar, Blas. "Approaching magazine adverts for primary school students." Comunicar 12, no. 23 (October 1, 2004): 101–7. http://dx.doi.org/10.3916/c23-2004-17.
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This experience offers a methodological approach and a set of activities which help to understand the language of advertising by analysing adverts shown in magazines. We started revising aspects related to photography, then we moved to study texts in advertising and we ended up with offering some proposals to make adverts using photomontage techniques. Our main objective was to get Primary students in touch with educommunication. La presente experiencia ofrece una línea metodológica y una propuesta de actividades para el conocimiento de aspectos relevantes de la publicidad tomando como base los anuncios que nos ofrecen las revistas. Se inicia con el conocimiento de aspectos relacionados con la fotografía para continuar con el conocimiento del texto publicitario y finaliza con propuestas para la realización de anuncios a través del fotomontaje. Su finalidad principal es introducir la edu-comunicación en la escuela primaria.
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Pistol, Ionuț, Diana Trandabăț, and Mădălina Răschip. "Medi-Test: Generating Tests from Medical Reference Texts." Data 3, no. 4 (December 19, 2018): 70. http://dx.doi.org/10.3390/data3040070.
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The Medi-test system we developed was motivated by the large number of resources available for the medical domain, as well as the number of tests needed in this field (during and after the medical school) for evaluation, promotion, certification, etc. Generating questions to support learning and user interactivity has been an interesting and dynamic topic in NLP since the availability of e-book curricula and e-learning platforms. Current e-learning platforms offer increased support for student evaluation, with an emphasis in exploiting automation in both test generation and evaluation. In this context, our system is able to evaluate a student’s academic performance for the medical domain. Using medical reference texts as input and supported by a specially designed medical ontology, Medi-test generates different types of questionnaires for Romanian language. The evaluation includes 4 types of questions (multiple-choice, fill in the blanks, true/false, and match), can have customizable length and difficulty, and can be automatically graded. A recent extension of our system also allows for the generation of tests which include images. We evaluated our system with a local testing team, but also with a set of medicine students, and user satisfaction questionnaires showed that the system can be used to enhance learning.
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Pastyřík, Milan, Petr Škuta, Ondřej Takács, and Aleš Oujezdský. "Variant texts according to types of sensory perception." International Journal of Information and Communication Technologies in Education 5, no. 3 (December 1, 2016): 44–61. http://dx.doi.org/10.1515/ijicte-2016-0012.
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AbstractThe paper deals with a problematic of creating variant texts according to a sensory perception. An idea of transcribing text is based on a theory of adaptive learning, which is thoroughly studied at the Department of Information and Communication Technologies. Researchers in this work combined the adaptive approach together with thinking styles introduced by Libor Činka and created four variants of texts of the chosen topics. Then those texts undergone the verification by the students from high school and university, who read them and evaluated them as well as they answered to a prepared set of testing questions. All received data was compared against the replies from the learning style questionnaires VARK and questionnaire by Šimíčková. The paper discovered some differences between the results of VARK and Šimíčková questionnaire, which proved to be slightly more reliable compared to both the results of test questions and the students’ own opinion. There were also differences between sensory variants of texts. As expected, the kinesthetic variant proved to be the less effective compared to the rest. It seems that university students accepted the rewritten texts better than high school students too.
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Pastyřík, Milan, Petr Škuta, Ondřej Takács, and Aleš Oujezdský. "Variant Texts According to Types of Sensory Perception." International Journal of Information and Communication Technologies in Education 6, no. 4 (December 1, 2017): 36–47. http://dx.doi.org/10.1515/ijicte-2017-0018.
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AbstractThe paper deals with a problematic of creating variant texts according to a sensory perception. An idea of transcribing text is based on a theory of adaptive learning, which is thoroughly studied at the Department of Information and Communication Technologies. Researchers in this work combined the adaptive approach together with thinking styles introduced by Libor Činka and created four variants of texts of the chosen topics. Then those texts undergone the verification by the students from high school and university, who read them and evaluated them as well as they answered to a prepared set of testing questions. All received data was compared against the replies from the learning style questionnaires VARK and questionnaire by Šimíčková. The paper discovered some differences between the results of VARK and Šimíčková questionnaire, which proved to be slightly more reliable compared to both the results of test questions and the students’ own opinion. There were also differences between sensory variants of texts. As expected, the kinesthetic variant proved to be the less effective compared to the rest. It seems that university students accepted the rewritten texts better than high school students too.
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Wong, Alice Su Chu, Jocelyn Yee Vun Lee, Marianne Fung, and Octavia Willibrord. "Vocabulary Size of Malaysian Secondary School Students." International Journal of Modern Languages And Applied Linguistics 3, no. 4 (December 2, 2019): 27. http://dx.doi.org/10.24191/ijmal.v3i2.7364.
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Vocabulary plays a vital role in second language acquisition and is crucial in comprehension of various texts. Without a threshold level of vocabulary proficiency, English Language Learners (ELLs) will have difficulties in processing texts. Indeed, it is well conceded that vocabulary is a good predictor of second language proficiency. While sizable studies have examined ELLs reading skills, little is known about the vocabulary size of Malaysian secondary school students. The current work is part of a larger study that examines the relationship between vocabulary size and critical reading ability. It aims to investigate ELL secondary school students’ vocabulary level and determine whether they are equipped with sufficient vocabulary proficiency for tertiary level education. Eighty-five (85) participants from a public school in Kota Kinabalu, Sabah were involved in the study. A set of receptive vocabulary test was administered during a two-period lesson. Results showed that most of the participants have not mastered vocabulary proficiency beyond the 2000-word level. The findings have pedagogical implications for the teaching of vocabulary at the secondary school level.
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Abdul Hamid, Siti Nurul Aishah, Siti Katijah Johari, Nurul Ain Zulhaimi, Nur Shafiekah Sapan, and Siti Aishah Ramli. "RESOLVING ARABIC-LANGUAGE TEXT READING ERRORS AMONG UNIVERSITY STUDENTS THROUGH PROJECT-BASED LEARNING (PBL)." International Journal of Humanities, Philosophy and Language 3, no. 10 (June 15, 2020): 90–105. http://dx.doi.org/10.35631/ijhpl.310008.
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Foreign language learning is certainly accentuating on the mastery of basic skills including reading skills that need to be emphasized by every student in the early stages. Similarly, the same goes for Arabic language learning which is the third language or also recognized as a foreign language in the Malaysian community. One of the skills focused on this study is the focus on reading Arabic texts. The objective of this study is to identify the common reading mistakes that students often make while reading Arabic texts and to determine how well the Project-Based Learning (PBL) method can overcome and reduce their reading errors. This study utilizes a qualitative approach with the method of observation performed on students when they were reading texts during pre and post-reading tests. The reduction of these mistakes was identified from before and after the PBL procedure was implemented. The study sample consisted of 69 students who registered for the 3rd level Arabic course in the 2019/2020 study session at Universiti Malaysia Sabah Labuan International Campus (UMS-LIC). The instrument used was a set of pre and post-reading tests based on the KSSR (Primary School Curriculum Standards) guidelines set out by the MOE (Ministry of Education, 2015).
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van Vliet, Gijs, and Feike Dietz. "Karel, Reynaert ‐ en de anderen?" Nederlandse Letterkunde 23, no. 3 (December 1, 2018): 287–310. http://dx.doi.org/10.5117/nedlet2018.3.004.vlie.
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Abstract Karel, Reynaert ‐ and the others? The broadness of the concept ‘literature’ in secondary educationCurrent scholarship on historical Dutch literature ‐ as reflected by the Geschiedenis van de Nederlandse literatuur (GNL) ‐ is characterized by its broad definition of ‘literature’. This article examines whether the ambition to look beyond the literary canon impacted on historical literature education in secondary schools. On the basis of a survey among former pupils of 72 secondary schools in the Netherlands and an analysis of the download data of the website scholieren.com, we reveal that secondary schools generally prescribe a small set of canonical books. We also conduct a case study on Tekst in Context ‐ a series of historical texts for pupils ‐ which includes the analysis of its content and sales figures, and interviews with secondary school teachers. We demonstrate that Tekst in Context on the one hand supports a dynamic approach to the literary canon (since it includes some unknown texts and reflects on the changeability of esthetic judgements), but most of all enhanced the canonical status of texts (as most Tekst in Context issues focus on canonical texts, and these issues are by far the most popular ones). So the dynamic canon approach, as supported by the GNL, hardly impacted on current secondary education.
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Fokkema, Douwe. "A European canon of literature?" European Review 1, no. 1 (January 1993): 21–29. http://dx.doi.org/10.1017/s1062798700000351.
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For various reasons, the canon of literary works to be read in school has been criticized in recent years. The status of the canon, both as a concept with hierarchical connotations and as a particular set of texts, has been affected by developments in literary scholarship as well as by political views and new educational goals. However, teaching literature without the regulative idea of a canon is not very satisfactory. If we wish to select a limited number of literary texts to be taught in secondary schools, some consensus would be necessary about the functions of literature as well as about didactic goals, which in turn are related to concepts of morality and political exigencies. For instance, one may decide to teach not only a national ‘great tradition’, but to introduce a European perspective by incorporating works from abroad into the curriculum, if necessary in translation. In view of the fact that Europe is a multicultural community, it is of long-term interest to guarantee the pluriformity of any school canon of literature.
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Jakobsen, Ingrid Karoline. "Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)." Acta Didactica Norge 13, no. 1 (March 15, 2019): 5. http://dx.doi.org/10.5617/adno.6248.
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AbstractWhat role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of complex cohesive ensembles. When it comes to the examination tasks, however, the opportunity for the students’ multimodal output is limited and ambiguous. In sum, there is an imbalance between input and output.Keywords: multimodal literacy, multimodal texts, English, assessment, lower secondary schoolInspirert av bilder: En multimodal analyse av sentralt gitt skriftlig eksamen for 10. trinn i engelsk i Norge fra 2014 til 2018SammendragHvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer på avsluttende skriftlig eksamen fra 2014 til 2018, og undersøker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever får vise fram. Eksamen i faget er digital og teknisk sett åpner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er nøye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Når det gjelder eksamensoppgavene derimot, er elevens mulighet til å uttrykke seg multimodalt både begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen. Nøkkelord: multimodal literacy, sammensatte tekster, engelsk, vurdering, ungdomstrinn
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Starchikova, G. "Methodology for Teaching Third Graders to Distinguish and Compose Monologue Texts of Different Types." Primary Education 9, no. 1 (February 17, 2021): 31–36. http://dx.doi.org/10.12737/1998-0728-2021-9-1-31-36.
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Using the example of conducting a Russian language lesson in the third grade, the article reveals the methodology of forming the ability of younger students to independently construct monologue texts. The author has demonstrated the effectiveness of using a set of methodological techniques that contribute to the development of students’ ability to analyze and distinguish between texts of different types: narration, description, reasoning. This allows third graders to create their own texts, taking into account the characteristics of the type to which they belong. Taking into account the tendency of primary school children to play, research activities and dialogue with peers, the teacher offers them didactic play, educational dialogue and discussion during the lesson.
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Kim, Kyung Suk. "Direction-giving Interactions in Korean High School English Textbooks." ITL - International Journal of Applied Linguistics 137-138 (January 1, 2002): 165–79. http://dx.doi.org/10.1075/itl.137-138.01kim.
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Abstract This paper investigates the authenticity of conversational texts, particularly direction-giving interactions in Korean high school English textbooks. Previous studies (e.g., PEARSON & LEE 1992; SCOTTON & BERNSTEN 1986) of natural conversations of direction-giving have shown that the structure of native speakers' direction-giving turns is highly formulaic. They are composed of four main moves: 'insertion sequence' (SCHEGLOFF 1972), a set of directions, pre-closing, and closing. In addition, realizations of the moves were very much uniform across the studies. The study demonstrates that 7 7 direction-giving interactions of the textbooks fall short of the features of authentic direction-giving. Specifically, the moves before or after a set of directions are usually not included, especially insertion sequence and pre-closing. Also, the forms of directives in a sequence of directions are more in favor of bald imperative than in naturalistic data. It is argued that in order to help language learners be better equipped to function outside the classroom, textbook conversations should reflect not the authors’ introspection but naturally occurring conversations.
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Korish, David. "The Mud and the Wind: an Inquiry into Dramaturgy." New Theatre Quarterly 18, no. 3 (August 2002): 284–89. http://dx.doi.org/10.1017/s0266464x02000362.
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The twelfth session of the International School of Theatre Anthropology (ISTA) held in Bielefeld, Germany, in August 2000, set out to explore, under the title ‘Action, Structure, Coherence’, the relationship between the actor and text – and specifically between actors trained in the Odin and other physically-rooted traditions and texts of the supposedly ‘classical’, text-based theatre of western Europe. David Korish here reports on three encounters between different pairs of actors and their texts, and their several means of developing a dynamic physical score appropriate to the text concerned. The co-founder and director of Teatro Abya Yala, an independent theatre company based in San José, Costa Rica, David Korish is also a member of the faculty of the School of Dramatic Arts of the National University of Costa Rica.
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Dávila, Denise, and Meghan E. Barnes. "Beyond censorship: politics, teens, and ELA teacher candidates." English Teaching: Practice & Critique 16, no. 3 (December 4, 2017): 303–18. http://dx.doi.org/10.1108/etpc-05-2017-0082.
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Purpose Grounded in the scholarship addressing teacher self-censorship around controversial topics, this paper aims to investigate a three-part research question: How do secondary English language arts (ELA) teacher–candidates (TCs) in the penultimate semester of their undergraduate teacher education program position political texts/speeches, interpret high school teens’ political standpoints and view the prospects of discussing political texts/speeches with students? The study findings provide insights to the ways some TCs might position themselves as novice ELA teachers relative to political texts/speeches, students, colleagues and families in their future school communities. Design/methodology/approach Audio-recorded data from whole-class and small-group discussions were coded for TCs’ positioning of political texts/speeches, interpretations of teens’ political standpoints and viewpoints on discussing with students President Obama’s speech, “A More Perfect Union” (“A.M.P.U.”) The coded data set was further analyzed to identify themes across the TCs’ perspectives. Findings The data set tells the story of a group of TCs whose positionalities, background knowledge and practical experiences in navigating divergent perspectives would influence both their daily selection and censorship of political texts/speeches like “A.M.P.U.” and their subsequent willingness to guide equitable yet critical conversations about controversial issues in the secondary ELA classroom. Originality/value In advance of the 2018 midterm elections, this paper considers how the common core state standards’ (CCSS) recommendations to include more nonfiction documents in ELA instruction positions ELA teachers to provide interdisciplinary support in helping students think critically about political issues. It expands on the body of scholarship that, thus far, has been primarily grounded in the research on social studies instruction.
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Popović, Mladen. "Qumran as Scroll Storehouse in Times of Crisis? A Comparative Perspective on Judaean Desert Manuscript Collections." Journal for the Study of Judaism 43, no. 4-5 (2012): 551–94. http://dx.doi.org/10.1163/15700631-12341239.
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Abstract This article takes a material and comparative approach to the Qumran collection. Distinctive features set the Qumran manuscripts apart from other Judaean Desert collections, suggesting a scholarly, school-like collection of predominantly literary texts. The few literary texts from other Judaean Desert sites reflect the valuable copies owned by wealthy individuals or families and are illustrative of the spread of these texts within various strata of ancient Jewish society. The historical context of most manuscript depositions in the Judaean Desert is characterized by violence and conflict, and such a context probably also typified the deposition of the Qumran manuscripts. In contrast to at least some of the other Judaean Desert sites where refugees hid with their manuscripts, the deposition evidence at Qumran may suggest an anticipation of such violence. The movement behind the Dead Sea Scrolls can be characterized as a textual community, reflecting a milieu of Jewish intellectuals who were engaged on various levels with their ancestral traditions. The collection of texts attracted people and shaped their thinking, while at the same time people shaped the collection, producing and gathering more texts. In this sense, the site of Qumran and its surrounding caves functioned like a storehouse for scrolls.
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Costa, Marcos Rogério Martins, Patricia Margarida Farias Coelho, and Irene Garcia Medina. "The written production of argumentative and dissertation text: a didactic project based on Bakhtin's philosophy." ETD - Educação Temática Digital 20, no. 2 (April 11, 2018): 518–38. http://dx.doi.org/10.20396/etd.v20i1.8647043.
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This article is characterized as a theoretical and practical research related to a project developed during the year 2015 in two schools - one public, the other private- , in the city of Birigui, State of São Paulo, Brazil. The main goal of the study was to analyze: the pedagogical project and the teachers’ activities oriented towards teaching and learning of argumentative and dissertation texts. The methodology used in this research comprised: (i) visiting both schools, (ii) producing a description of ongoing school practices, with focus on the teaching of argumentative and dissertation texts, (iii) suggesting a teacher’s activity to improve this apprenticeship, (iv) putting this activity into practice and (v) analyzing obtained results. The theoretical framework used for this study was the Bakhtinian philosophy (BAKHTIN, 2013; 2006a; 2006b; 2006c; 2006d; 2010; 2013; VOLOSHINOV, 1986). This theoretical approach was chosen due to the importance of comprehension of the text not just as an amalgamated set of words, phrases and paragraphs; other than that, we understand it as a structure of meaning, in which we encounter linguistic forms, ideologies and discursive stance. At last, we can say the results show that the argumentative texts render assistance to the development of the students’ argumentative competence and skill, that is, in their ability to argue and organize ideas in a communicative situation.
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Baroutsis, Aspa, and Annette Woods. "Children resisting deficit: What can children tell us about literate lives?" Global Studies of Childhood 8, no. 4 (December 2018): 325–38. http://dx.doi.org/10.1177/2043610618814842.
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Research has demonstrated that teachers who know more about the literate lives of their students outside of the classroom are more able to set up positive connections between home and school. In this article, we theorise the notion of ‘deficit’ discourses in education. Using two cases as examples, we seek to disrupt deficit discourses about children in communities of high poverty. The first case describes children’s responses when asked to draw and talk about learning to write, and highlights children’s explication of the role of the family in literacy learning. The second case describes an outside school media space where children engaged over time with a variety of new media and digital texts. These examples make the point that listening to young people can provide surprising insights into children’s aspirations and their understandings of the affordances of learning literacy. Our findings challenge the assumptions that underpin deficit understandings of children and young people growing up in communities of high poverty, and suggest that listening to children and young people in schools may well support the goal of providing quality schooling for all students.
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Gall, Ameila. "A study in the use of embedded readings to improve the accessibility and understanding of Latin literature at A Level." Journal of Classics Teaching 21, no. 41 (2020): 12–18. http://dx.doi.org/10.1017/s2058631020000045.
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Part way through the second school placement of my PGCE teacher training course I began to teach Latin unseen translation, where students are given an unfamiliar passage to translate, to a Year 13 cohort of just two students. The translation element of the course was proving challenging for both students – they struggled with language comprehension, and the A Level language course seems not very accessible to students with low prior attainment. Furthermore, my second placement school is an Upper School, so students start Latin from scratch in Year 9. Because of the time constraint those who choose take GCSE do the Eduqas Latin exam, which requires that slightly less grammar and syntax needs to be covered than the OCR syllabus (for example, the ablative absolute construction is absent from the Eduqas examination, but present in the OCR). For the small number carrying on in the 6th form, this results in a linguistic shortfall which has to be made up before beginning the OCR A Level specification. This seems to be a challenge even for very able Latinists, and more so for my two students, Alice and Michael (not their real names), and had presented an added barrier to their facility in grasping and translating complex language structures, both in unseen translations and the demanding set texts. Simply ‘practising’ by going through texts together was not proving helpful, as once my oral prompts during this process were removed and they were left on their own they reverted to guesswork instead of applying their knowledge and logic to the text. Similarly poor results in translation were evident from practice literature papers which they had taken before February half term, even though these were prepared texts – while the language paper asks students to tackle short unseen translations, the literature component calls for the extensive preparation of a much longer text, from which students must translate and analyse selected passages in the examination, as well as answering a broad essay question. However, despite the fact that Alice and Michael had been through their set text in detail with their teacher and made their own translations, it appeared that, when presented with a passage from the set text in exam conditions, the language looked just as intimidating to them as if they had not seen it before, and they were equally unable to produce a sensible attempt at translation. I therefore became interested in finding ways for them to approach texts which would minimise the ‘fear factor’ and allow them to access meaning without being put off by complex syntax.
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Asplund, Stig-Börje. "Body Talk: Moving beyond speech when analysing literature discussions." Language and Literacy 18, no. 3 (July 26, 2017): 1. http://dx.doi.org/10.20360/g23p4t.
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The intent of this article is to promote a methodological approach to the analysis of literature discussions by adopting a conversational analytic approach that views embodied actions (including talk) as multimodal. It is argued that this analytic approach moves beyond previous studies that focus on talk only, when analysing literature discussions, and further, that such an approach contributes to an increase in our understanding of the complex meaning-making processes that are set into play when students interact on literary texts in school.
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Tolchinsky, Liliana, Victoria Johansson, and Anita Zamora. "Text openings and closings in writing and speech." Written Language and Literacy 5, no. 2 (June 28, 2002): 219–53. http://dx.doi.org/10.1075/wll.5.2.05tol.
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The differentiation of text segments to fulfil specific discourse functions (e.g. to introduce a topic, or to state the time and place of a story), along with the definition of clear textual boundaries that set the text apart from the situational context, are two aspects of the configuration of a text as an autonomous semantic unit. This paper analyzes the opening and closing elements of narrative and expository texts to determine whether they function as well defined boundaries, and fulfil a specific discourse function with respect to the text as a whole. The population for this study consisted of 120 participants, 10 at each of the Age levels of grade school, junior high, high school, and university, yielding 40 participants in each of three target Languages: English, Spanish, and Swedish. The database included 480 texts divided by Modality (written vs. spoken) and Genre (narrative vs. expository). All text openings and closing were coded for positioning, i.e. the framework used by speaker/writers to introduce or conclude the topic developed in their texts, and for functioning, i.e. the role these elements play in the text. Results showed that, as texts become more “detached” from the situation in which they are produced, their component parts become more functionally differentiated. This process is described first in the openings of narrative and expository texts, and later in the closings of expository texts; narrative closings remain a problematic area of text construction for most speaker/writers in this study, in every Age group. These processes of detachment and internal functional specification of text components occurred earlier in writing than in speech. The cross-linguistic differences found in the study are related to different teaching practices, rather than to language specific features.
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Grahovac - Pražić, Vesna, and Slavica Vrsaljko. "Slika poezije u čitankama." Magistra Iadertina 14, no. 2 (November 16, 2020): 75–86. http://dx.doi.org/10.15291/magistra.3147.
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The paper discusses the representation of poetry in textbooks intended for primary education. Poetic education begins in the preschool period, and is continued systematically with the beginning of the first grade of primary school. The choice of poetic texts and the appropriate methodological tools are critical in pupils’ reception and communication of poetry. The analysis of textbooks is based on the selection principles in the choice of texts, namely national, aesthetic, pedagogical and receptive. The examination of one textbook set, extending from the first to the fourth grade of primary education, focuses on the representation of poetry in textbooks in relation to other literary genres, the relationship between classical and contemporary poetry, as well as the thematic diversity of poetry. The analysis showed a considerable representation of poetic texts. There is an inconsistency in the representation between the national and international canons. As expected, thematic diversity is present but with a special positioning of childhood and other child-related themes.
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Burak, Alexander. "The “Americanization” of Russian life and literature through translations of Hemingway’s works." Translation and Interpreting Studies 8, no. 1 (July 15, 2013): 50–72. http://dx.doi.org/10.1075/tis.8.1.03bur.
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The article analyzes the reasons for Hemingway’s powerful impact on the Soviet culture from the 1930s through the early 1980s. I suggest that this influence was created not so much by Hemingway himself as by the way his works were translated and presented to the readers in the Soviet Union. In particular, the article examines the style of translation employed by a cohesive collective of Russian-Soviet translators (the Kashkíntsy) in their translations of Hemingway’s works that came to be identified with the “Soviet school of translation.” The translators used a distinctive set of linguostylistic means consisting, to a significant extent, in enhancing the expressive properties of the Hemingway originals in their Russian translations. The resultant translated texts not only affected the behavior of a significant part of especially the male population of the Soviet Union but also set the stage for establishing a distinctive “American style” of writing within the mainstream Soviet literature. In other words, the Soviet translators collectively invented Hemingway’s style that made their translated texts sparkle in Russian.
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Shasore, N. E. "‘A Stammering Bundle of Welsh Idealism’: Arthur Trystan Edwards and Principles of Civic Design in Interwar Britain." Architectural History 61 (2018): 175–203. http://dx.doi.org/10.1017/arh.2018.7.
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AbstractThis article provides the first account of key texts and concepts in the theory and criticism of Arthur Trystan Edwards. Edwards's notion of ‘civic design’, which emanated from the Liverpool School of Architecture in the second decade of the twentieth century, was part of a broader international trend (particularly in the US and Europe) towards formal, axial and monumental planning. Edwards imbued civic design with a philosophical and political sophistication that set him apart from many of his non-Modernist contemporaries. The article discusses the underlying precepts — such as ‘subject’, ‘form’, ‘urbanity’ and ‘manners’ — in some of Edwards's critical texts, including Good and Bad Manners in Architecture (1924). The final section traces his pioneering interest in high-density, low-rise housing, which culminated with the establishment of the Hundred New Towns Association in 1933–34.
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Le Lay, Maëline. "Africanizing classical European playwrights (Shakespeare and Molière)." Bulletin of the School of Oriental and African Studies 81, no. 3 (October 2018): 493–512. http://dx.doi.org/10.1017/s0041977x18001027.
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AbstractThis article analyses Shakespeare and Molière's enduring appeal in various African countries and the diversity of their plays’ adaptations. The starting point is the discrepancy between the two playwrights, Shakespeare in Africa being an artistic phenomenon (a controversial one in some quarters), while the adaptation of Molière remains mainly the domain of school curricula. This article will first provide a historical overview of activities related to the introduction of Shakespeare and Molière's works in Africa. Second, it will set out to analyse the varied adaptation and “Africanization” of both playwrights’ work. It will shed light on the political and scholarly disputes over the incorporation of these authors in school curricula after independence and examine the ways in which these classical European texts were domesticated in Africa.
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Holford-Strevens, Leofranc. "Du Fay the poet? Problems in the texts of his motets." Early Music History 16 (October 1997): 97–165. http://dx.doi.org/10.1017/s0261127900001704.
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The following observations make no claim to either profundity or finality, but attempt to improve on the texts and translations currently available, to comment on their metres (some rudimentary information being given in Appendix A), and to offer a few conjectures concerning authorship. This last question has interested Du Fay scholars, who generally allow him to be the author at least of Salve flos/Vos nunc: whereas Laurenz Liitteken denies him all else, David Fallows writes that ‘Some at least of his song and motet texts are likely to be by him’, singling out Salve jlos for the first-person reference at the end of the motetus; Alejandro Enrique Planchart, having pointed out that Du Fay's literary talent in Latin was recognised at school with a copy of Alexandre de Villedieu's Doctrinale, would give him some others as well. In principle, a composer may write his own text, like Machaut; or collaborate with a poet, as Du Fay evidently did with Périnet in Ce moys de may, and one Nicholas with one William in Argi vices; or be given a text to set by a patron or employer, as when Du Fay was sent texts from Naples on the fall of Constantinople, presumably including 0 tres piteulx, de tout espoir fontaine (OO vi, no. 10).
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Hayik, Rawia. "Addressing Religious Diversity through Children’s Literature: An “English as a Foreign Language” Classroom in Israel." International Journal of Multicultural Education 17, no. 2 (June 28, 2015): 92. http://dx.doi.org/10.18251/ijme.v17i2.911.
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Conflicts between different religious groups occasionally arise in my Christian and Muslim Israeli-Arab EFL students’ school and area. In an attempt to increase students’ knowledge of and respect for other faiths in the region, I conducted practitioner inquiry research in my religiously diverse Middle-Eastern classroom. Grounded in critical literacy, I used a book set of religion-based literature alongside critical literacy engagements to effect some change in students’ tolerance towards other faiths. This article describes my journey of exploring students’ reader responses to religion-based texts and issues.
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Folic, Branislav. "The contribution to the research into the role of Bogdan Bogdanovic in the creation of the New School of architecture in Belgrade." Spatium, no. 27 (2012): 19–25. http://dx.doi.org/10.2298/spat1227019f.
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Following student protests in 1968, the reform of universities began in Yugoslavia. The idea of the humanization of architectural profession and the reform of Belgrade Faculty of Architecture towards the environmental studies was launched. The article examines the impact of the New School on the humanization of the architectural profession as part of a general movement to humanize the society of the sixties, as well as the significant role of Bogdan Bogdanovic in the realisation of such an endeavour. First steps towards creating a New School could be foreseen in Bogdan Bogdanovic's text Arhitektura je nauka (The Architecture is a Science) in 1969, which suggests the introduction of the humanistic disciplines in architectural education as well as in the analytical texts of Professor Branislav Milenkovic ?O nastavi na arhitekstonskom fakultetu? (About Teaching at the Faculty of Architecture, 1945-1968) and assistant lecturer Ranko Radovic ?Ucenje neimarstva? published in the magazine Arhitektura-urbanizam (Architecture-Town Planning) No.52 in 1968. During his stay in America, Bogdanovic gained some experience visiting multidisciplinary schools of environmental design. Analyzing the school curriculum and current trends in the education of architects, he set the basis for the application of environmental design. The reform was carried out transparently with equal participation of students, teachers and former students of the Faculty of Architecture. The team for the creation of the New School, led by Bogdan Bogdanovic, after each meeting published announcements that contained conclusions on the implementation of reforms. These announcements and processed materials represented the content basis of the New School of architecture.
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Ucciardello, Giuseppe. "‘Atticismo’, excerpta lessicografici e prassi didattiche in età paleologa." AION (filol.) Annali dell’Università degli Studi di Napoli “L’Orientale” 41, no. 1 (December 20, 2019): 208–34. http://dx.doi.org/10.1163/17246172-40010016.
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Abstract The search for purity of language during the Palaeologan age has often been regarded as a revival of the Atticist movement of the second century AD. Students who had access to the higher education aimed at mastering this new form of Attic Greek: a large set of ancient authors deemed to be models of language and style served as repositories of lexical materials. Within this framework the need of school handbooks, dictionaries is quite understandable. In the first section of the paper I offer an overview of the multifarious typologies of scholarly texts largely used in the first Palaeologan age. Then, I focus more specifically on some miscellaneous excerpts merged into anthological manuscripts, by taking into account a largely overlooked series of grammatical and lexical annotations on Lucian. Differently from what is often stated in the catalogues, I show how the order of the items follows closely Lucian’s texts. These annotations could be the transcription of teachers’ notes and/or lecture notes taken during collective/private readings of texts.
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Bangga, Lungguh Ariang. "Construing The Great Fire of London through online media: A case of exploring discourse semantics and register." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 406–19. http://dx.doi.org/10.17509/ijal.v10i2.28612.
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This paper considers the exploration of genre and register of historical texts recontextualised in online media and school textbooks through the lens of Systemic Functional Linguistics especially by exploring their discourse semantics and register features. Particularly, this paper shows how the relation between discourse semantics resources and register variables contribute to the overall organisation of the recontextualized history genres. This paper provides a detailed qualitative analysis of discourse semantics as instantiated in the deployment of APPRAISAL, IDEATION, IDENTIFICATION, and PERIODICITY to give a clearer picture of how history genres in the media are established. A set of corpora consisting of historical texts from online media and school textbooks was used as a main source of data in this study. The historical texts collected from online media were from various platforms including online newspapers, online magazines, encyclopaedia entries, and universities websites/blogs. For the illustrative purposes, two texts from the corpora were selected for a detailed analysis using the discourse semantics toolkits to find out similarities and differences in terms how an historical event – The Great Fire of London – was established. The analysis found that there was a tendency that historical events could be reconstrued in the media through different ways. The first text informs readers about the fire and its significance in a chronological manner. The second text provides an explanation of the influence of the Great Fire to other historical events. This paper also suggests that history genres tend to be ‘evolving’ as reproduced in varied media discourses. Though still at the infancy stage, this paper offers a great insight into how genres are organised in relation to the choices in register variables and discourse semantics.
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Batič, Janja, and Petra Lebar Kac. "Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study." Center for Educational Policy Studies Journal 10, no. 4 (December 22, 2020): 165–85. http://dx.doi.org/10.26529/cepsj.910.
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Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.
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Jadalhaq, Iyad Mohammad. "Gross Fraud in the UAE Civil Code: From Its Roots in Islamic Jurisprudence to Contemporary Proposals for Reform." Arab Law Quarterly 34, no. 2 (September 26, 2019): 109–40. http://dx.doi.org/10.1163/15730255-12341046.
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Abstract The regulations concerning gross fraud instituted by the United Arab Emirates (UAE) legislature in the UAE Civil Code are derived from provisions put forward by the Ḥanafī school of law. A general rule was put forward, and exceptions thereto were set. A certain remedy for gross fraud was instituted, namely, giving the defrauded party the right to terminate the contract. This article determines the comprehensiveness and adequacy of the legal texts dealing with the impact of gross fraud on contracts in the UAE Civil Code, the methods by which balance could be achieved between the interests of the contracting parties, and the means of protecting the defrauded contractor. Furthermore, shortcomings and defects in the existing legal texts that require amendment and reform are highlighted. This study concludes that the legislative treatment of the impact of gross fraud on contracts is insufficient, and advances possible recommendations.
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BENMAMA, Halima. "THE TEXTUAL COMPARISON IN THE TEACHING OF ARABIC LANGUAGE FOR THE FUNDAMENTAL EDUCATION IN SECONDARY LEVEL IN THE ALGERIAN SCHOOL AS AN EXAMPLE." International Journal of Humanities and Educational Research 03, no. 03 (June 1, 2021): 168–74. http://dx.doi.org/10.47832/2757-5403.3-3.16.
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The field of education has witnessed a set of developments at the level of educational programs and means that are in line with the rapid changes in the field of knowledge‚ as it was necessary to update these educational curricula and make them more effective. Teaching the Arabic language‚ like other languages‚ its activities are closely related‚ and we cannot study any activity in isolation‚ especially the activity of texts and the rubrics that follow‚ and this is called the textual approach. In this intervention‚ we tried to shed light on the teaching of the Arabic language according to the textual approach in the secondary phase.
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Sanzhenakov, Alexander. "Institutionalization of a philosophical school: the origins of Justus Lipsius’ neostoicism." RL. 2020. vol.1. no. 2 1, RL. 2020. vol.1. no. 2 (December 10, 2020): 95–101. http://dx.doi.org/10.47850/rl.2020.1.2.95-101.
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The article is devoted to the consideration of the neostoicism of Justus Lipsius (1547–1606) in order to show that there is a set of reasons for the renovation and institutionalization of any philosophical school: the historical context, education, community, personality and biography of its leader. As for Justus Lipsius, a philologist and publisher of ancient texts (Tacitus, Seneca), the following factors influenced. Since Lipsius lived in turbulent times (the 16th century was marked by the Reformation and religious wars), he could not help but pay attention to Stoic philosophy, designed to give peace of mind in an unsettled world. Lipsius received an excellent education at a Jesuit college and at two universities – Cologne and Louvain. He was instilled in a love of ancient literature during his education, which predetermined his work. He was an outstanding person by nature and was formed in the university environment and in the intellectual circles of his time. He was, for instance, a member of the Familists, whose founder taught, among other things, the permissibility of changing denominations. Lipsius’s interpretation of the Stoic doctrine suggests that the Stoics came closest to Christianity, unlike other ancient philosophers. All these factors determined the revival of Stoicism in the 16th century.
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Greco, Sara. "The semiotics of migrants’ food: Between codes and experience." Semiotica 2016, no. 211 (July 1, 2016): 59–80. http://dx.doi.org/10.1515/sem-2016-0089.
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AbstractThis paper sets out to analyze cultural semiotics of migrants’ food and culinary practices. Moving from the perspective of the Tartu school of semiotics, which views culture both as a grammar (a set of codes) and as a set of texts, food can be characterized as a specific cultural element where grammar and text (code and experience) are woven together. International migrants live one or more ruptures and changes in their status quo due to their adaptation to the receiving country, which puts their cultural habits into questions. In this framework, even “normal” and well-established culinary practices might need to change. In this relation, I claim that it is on the basis of migrants’ new experience abroad that it is possible to change culinary grammars. In order to move beyond a descriptive account of change, and understand the reasons why migrants construct a new semiotics of food, this paper also integrates elements from argumentation theory in order to analyze the reasons given by migrants to explain the changes they are making. The analysis proposed here is based on a corpus of interviews to migrating mothers of different origins, all living in the greater London area.
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Golev, N. D. "EXPERIMENTAL RESEARCH OF THE RUSSIAN VOCABULARY AND TEXTS WITHIN ONE LINGUISTIC SCHOOL: EXPERIENCE OF SUMMARY AND METHODOLOGICAL REFLECTION IN HINDSIGHT. PAPER 1." Bulletin of Kemerovo State University, no. 3 (July 28, 2016): 70–78. http://dx.doi.org/10.21603/2078-8975-2016-3-70-78.
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The paper sums up the experimental linguistic research of Russian words and texts carried out by the group of Western Siberia linguists under the supervision of the author of this paper. The experiments were based on different materials, they used different forms and ways of experimenting. The paper presents the attempt of realizing and reflecting their set as some entity united by the main principles of making experiments and peculiarities of their realization in hindsight. The paper presents two directions: methodical and methodological. The first direction, presented in Paper 1, consists in the collection and systematization of the positive experience of particular experimenting. As a result of its realization the following principles of experimenting are pointed out and described: word inclusion into the context; seriality; paradigmatic and syntagmatic organization; approximation of the experimental situation to the real speech situations. According to the author, such generalizations can be useful for other researchers to conduct similar experiments.
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Levitt, Stephen Ross. "The Life and Times of a Local Court Judge in Berlin." German Law Journal 10, no. 3 (March 1, 2009): 169–204. http://dx.doi.org/10.1017/s2071832200001012.
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In the study of comparative law and legal systems, a problem of focus and perspective presents itself. Comparative scholars often examine the “important” cases decided by appellate courts of foreign nations and the writings of their most important scholars. In Anglo-American nations, jurists are taught in law school, and then in the practice of law to look for authoritative texts, which are often the words of appellate court judges who set precedent. The results of these searches for the authoritative, both in national as well as comparative legal research, may be that scholars do not give enough attention to the average and the pedestrian, but rather focus upon the exceptional, the appellate, the influential and the newsworthy.
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Kuchukova, Zukhra A., and Liana B. Berberova. "Buryat Crossroads: Poetry and Mythological Thinking." Polylinguality and Transcultural Practices 18, no. 2 (December 15, 2021): 185–93. http://dx.doi.org/10.22363/2618-897x-2021-18-2-185-193.
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The authors give a literary assessment of the monograph by I.V. Bulgutova Buryat philosophical lyrics: mythopoetic foundations and traditions with the involvement of some of her other works. A set of questions is studied related to the Buryat mythological school, the mythogenicity index of the Buryat professional literature, various types of mythological thinking, zoonymous mythical plots, the shamanistic cycle, the mythologization of history, and ethno-poetic constants. The practical part of the monograph under review is a mytho-ontological analysis of representative philosophical poetic texts by D. Ulzytuev, L. Tapkhaev, B. Syrenov, G. Radnaeva, R. Shoymardanova. Much attention is paid to the features of the Buryat Russian-language poetry, represented by the works of N. Nimbuev and B. Dugarov.
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Скопненко, О. І., and Т. В. Цимбалюк-Скопненко. "BORYS GRINCHENKO AND MYKOLA LUKASH: INTERWEAVING OF GENERATIONS." Studia Philologica, no. 12 (2019): 110–14. http://dx.doi.org/10.28925/2311-2425.2019.12.16.
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The article deals with the original and folklore texts in the writings of Borys Grinchenko as a source of the formation of phraseological and paramytic file-cabinet of the classic of the Ukrainian school of artistic translation Mykola Lukash. It has been stated that Mykola Lukash most often fixed in his file-cabinet those turns that were taken from folk materials in the writings of Borys Grinchenko and from the first part of the writer’s work “In front of the Wide World” (1907). In the file-cabinet of Mykola Lukash better preserved units, selected from Ukrainian folk tales in the writings of Borys Grinchenko. However, the final conclusions about the influence of Borys Grinchenko’s heritage on the idiolect of Mykola Lukash can only be made after a detailed analysis of the whole set of units, the source of which are the works of Borys Grinchenko, as well as after the discovery of these turns in Lukashev’s texts. Ukrainian linguistics is only at the approaches to developing this problem.
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Maslova, Marina. "Problems of auditive skills formation among pupils." Tambov University Review. Series: Humanities, no. 178 (2019): 27–34. http://dx.doi.org/10.20310/1810-0201-2019-24-178-27-34.
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We consider the problems of formation auditive skills among pupils associated with not mentioning those skills in the methodology of teaching Russian (native) language; crudity of systematic and unified approach to the psychophysiological mechanisms of listening, auditory skills and listening strategies; insufficient knowledge of difficulties in the listening comprehension of words, phrases, texts; the absence of audio equipment; simplified understanding of the dialogue, reflected in the methodological literature; the absence of accurate identification of the differences between the perception of monologue and the perception of dialogue; the lack of interest in the role of the listener in the dialogue among the methodists specialists in Russian philology. In addition, we present the results of an experiment conducted in the 5th grade, on the perception of the proper names; analyzed understanding of the dialogue and the role of the listener in it reflected in the methodological dictionaries; set the “relative share” of dialogical texts in the dictation books, narrations for the 6th grade of secondary school, in the audio application to the academic and methodological complex under the redaction of A.D. Shmelev. Some errors of dialogical texts presentation made in one of the educational methodological manuals are also illustrated, and it is shown what kind of communicative failures can be a consequence of such mistakes; the requirement of levelness to the description of difficulties of speech perception by ear is formulated.
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Arianti, Rita. "Improvement of News Text Writing Skills Through Think Pair Share Model in VIII Grade Students of SMP Negeri 7 Rambah Samo." Journal of Educational Sciences 4, no. 3 (July 24, 2020): 607. http://dx.doi.org/10.31258/jes.4.3.p.607-619.
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The background of this study was due to students’ activities which do not support the achievement of learning objectives for writing news texts so that students' grades are low and do not reach the Minimal Completion Criteria (70) set at school. The purpose of this study is to improve student learning activities and outcomes in writing news texts through the application of Think Pair Share model. The type of this research is qualitative. The research method that used in this research was descriptive method. This research was conducted in 2 cycles, each cycle consisting of four stages, they are: planning, implementing, observing, and reflecting. The results of these study were (1) the quality of student activity in the pretest was 44% increased to 68% in the first cycle, and increased again in the second cycle to 90%, the quality of student learning activities increased from sufficient quality to very high quality, (2 ) an increase in mastery learning results from pretest 48.14% with an average class of 69.44 to 70.37% in the first cycle with average class of 75.19, increase in the second cycle to 100% with average class at 90,55. Based on the result of the study it can be concluded that the application of the Think Pair Share model can increase the activities and learning outcomes of grade VIII students of SMP Negeri 7 Rambah Samo in writing news texts.
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Smirnova, Ekaterina. "Dostoevsky and Antiquity: Classical Education at the L. I. Chermak Boarding School." Неизвестный Достоевский 8, no. 2 (July 2021): 5–33. http://dx.doi.org/10.15393/j10.art.2021.5441.
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The article attempts to identify the classical linguistic and cultural context of F. M. Dostoevsky's education at the L. I. Chermak boarding school. It lists the programs and textbooks that Dostoevsky studied in 1834‒1837 to learn about the intricacies of classical languages and ancient history, and the teachers who may have influenced his perception of ancient history and culture. Using the issues of the “Biblioteka dlya chteniya” (Library for Reading) journal, the authors investigate which texts related to classical antiquity were available to Dostoevsky outside of the curriculum. The period of Dostoevsky's studies at the Chermak boarding school can be characterized as extremely favorable for the assimilation and comprehension of ancient heritage. The reason for this is the emphasis on classical languages in education set by government decisions, successfully augmented by the brilliant teaching staff at the boarding school, i. e., K. M. Romanovsky, N. I. Bilevich and A. M. Kubarev, Dostoevsky saw Greco-Roman antiquity not as a boring and tiresome collection of dead forms, but as a source of fantasies, reflections, comparisons, and sublime ideas. The publications in Library for Reading on history and archeology, literature and art of Ancient Greece and Rome revealed antiquity in a multi-faceted manner, taking the teenager inclined to serious reading far beyond the school curriculum into the world of stunning discoveries, sharp scientific controversy, bold comparisons with modern times and vivid artistic images.
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Brandes, Gilad, and Dorit Ravid. "A developmental study of prepositional phrases in Hebrew written text construction." First Language 37, no. 1 (November 21, 2016): 83–105. http://dx.doi.org/10.1177/0142723716678130.
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Prepositional phrases (PPs) are considered an important feature of mature written expression. However, little is known about the development of PPs during the school years. The study examined the use of PPs in 160 narrative and expository texts, written by Hebrew-users in grades 4, 7, and 11, and adults. PPs were identified, counted, and classified according to their syntactic roles. Statistical analyses were carried out to probe the effects of age and genre on the overall prevalence of PPs, and the prevalence of each role. Results show that PPs become more prevalent and functionally more diversified with age: PP prevalence increased significantly after grade 7 in both genres, and continued to rise after grade 11 in expositories. Grade 4 PPs had a limited set of roles, the majority serving as arguments. In the older age groups the proportion of arguments decreased, concomitantly with an increase in the prevalence of other roles – most markedly verb-adjuncts and noun-modifiers – and the emergence of new PP roles.
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Kiseleva, Nataliya V. "Implementation of the «Single Text Day» campaign in rural and urban schools of the Yaroslavl region." Pedagogy Of Rural School 1, no. 7 (2021): 113–27. http://dx.doi.org/10.20323/2686-8652-2021-1-7-113-127.
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The implementation of the requirements of the federal state educational standards of primary general, basic general and secondary general education makes its ownadjustments to the educational process. Today, the formation of metasubject skills, universal educational actions that allow modern schoolchildren to quickly adapt to changing conditions, is becoming valuable. One of these skills is to find, interpret, and evaluate information. An analysis of international studies such as PISA shows that the formation of reading competence among Russian fifteen-year-olds is low. This is due to the fact that schools have weak systematic work with information (for example, there is no work with electronic texts or there is work only with solid texts). To this can be added the disunity of school subjects: each teacher in their professional activities uses their own set of methods and techniques to form the reading literacy of students. The search for technologies and teaching methods aimed at consolidating the efforts of teachers of different academic subjects led to the development of the «Single Text Day» technology and to the «Single Text Day» campaign, the features of which are described in this article. The main goal of the Campaign is the formation and development of schoolchildren’s reading literacy. The article consistently reveals the stages of preparation for the Day of a single Text: from the list of planned results, the description of the subtleties in the selection of the text to the features of the final work to the ways of adapting ready-made materials. It also analyzes the perception of the Day of a single Text by students and teachers who participated in the Campaign.
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Fisher, Katherine. "Michèle Valerie Cloonan. The Monumental Challenge of Preservation: The Past in a Volatile World." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 20, no. 1 (May 23, 2019): 49. http://dx.doi.org/10.5860/rbm.20.1.49.
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Michèle Cloonan’s wide-ranging study of cultural heritage preservation opens with the premise that preservation is an unavoidably complex endeavor. Collaborative and interdisciplinary approaches are needed to confront threats to heritage, whether from war and genocide, resource limitations, business interests, or apathy. Cloonan—current professor and dean emerita at the Simmons School of Library and Information Science, and a former conservator, preservation librarian, and special collections curator—takes an expansive view of monuments, including in her definition not only physical edifices but also texts, artworks, collections, natural landscapes, and intangible heritage. In doing so, she emphasizes the highly contextual nature of preservation, which has social, historical, and political valences. These influences, along with legal, technological, and financial factors, shape understandings of what constitutes preservation and what can and should be preserved in any given set of circumstances.
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Adjoteye, Eugene Agbasi, M. Yoserizal Saragih, and Muhammad Ridwan. "Methodological Approaches to Reception Analysis Research in Ghanaian Media Studies." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (March 6, 2021): 1545–51. http://dx.doi.org/10.33258/birci.v4i1.1786.
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Reception Analysis audience research since its evolution from the German Reception Theory of the Constance School has been beset with varied methodological issues. This is stridently because reception analysis per se straddles both the humanities and the social sciences. This paper attempts to set off the methodological perspective that can enable audience researchers in the field of media studies in Africa conduct reliable and valid reception analysis research. This paper posits the qualitative method as a viable analytical tool for reception researchers. Additionally, this paper takes into consideration factors in the social systems in which media discourses are embedded. These factors enable the generation of interpretative strategies shared by individuals belonging to a specific audience group within a specified cultural context. In the light of this, these interpretative repertoires can thus serve as veritable texts that could be analyzed in reception analysis research.
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Kuszak, Kinga. "Językowy obraz wojny według uczniów klas IV-VII szkoły podstawowej." Studia Edukacyjne, no. 56 (March 15, 2020): 39–56. http://dx.doi.org/10.14746/se.2020.56.3.
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Kuszak Kinga, Językowy obraz wojny według uczniów klas IV-VII szkoły podstawowej [Linguistic Image of War According to Students of Years 4-7 of Primary School]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 39-56. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.3The article discusses the linguistic image of war as an element of the linguistic worldview, based onstatements made by students of years 4-7. The author follows Jerzy Bartmiński’s assumption that a linguisticworldview is a linguistic interpretation of reality, which can be defined as a set of judgements about the world. These judgements may be fixed in the language itself, in its grammatical forms, lexicon, clichéd texts (e.g. proverbs), or as implied linguistic forms and texts. Language is a means of interpreting the world and the words used not so much to “render a photographic reproduction of things” as to “portray” them mentally. The author, inspired by Franciszek Hinczer’s research on war conducted in 1919 among students aged 8-14, asked students of two primary schools (302 people in total) about their opinions on the same topic. The students taking part in the research, conducted a hundred years after the study was published in the Szkoła Powszechna journal, answered the following questions: What do they think a war is? What do people do during a war? What do adults do during a war and what do children do? The students’ statements were analyzed and categorized. Each selected category was illustrated with sample answers from the respondents. The presentation of the results was preceded by an analysis of the notion and image of war in selected dictionaries of the Polish language.
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Kim, Sung-Ae. "Skills Measured and Tasks Required with Descriptive Texts in Middle School English Tests." Studies in English Education 21, no. 4 (December 30, 2016): 34–63. http://dx.doi.org/10.22275/see.21.4.02.
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Ekstrand, Michael D., Katherine Landau Wright, and Maria Soledad Pera. "Enhancing classroom instruction with online news." Aslib Journal of Information Management 72, no. 5 (June 16, 2020): 725–44. http://dx.doi.org/10.1108/ajim-11-2019-0309.
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PurposeThis paper investigates how school teachers look for informational texts for their classrooms. Access to current, varied and authentic informational texts improves learning outcomes for K-12 students, but many teachers lack resources to expand and update readings. The Web offers freely available resources, but finding suitable ones is time-consuming. This research lays the groundwork for building tools to ease that burden.Design/methodology/approachThis paper reports qualitative findings from a study in two stages: (1) a set of semistructured interviews, based on the critical incident technique, eliciting teachers' information-seeking practices and challenges; and (2) observations of teachers using a prototype teaching-oriented news search tool under a think-aloud protocol.FindingsTeachers articulated different objectives and ways of using readings in their classrooms, goals and self-reported practices varied by experience level. Teachers struggled to formulate queries that are likely to return readings on specific course topics, instead searching directly for abstract topics. Experience differences did not translate into observable differences in search skill or success in the lab study.Originality/valueThere is limited work on teachers' information-seeking practices, particularly on how teachers look for texts for classroom use. This paper describes how teachers look for information in this context, setting the stage for future development and research on how to support this use case. Understanding and supporting teachers looking for information is a rich area for future research, due to the complexity of the information need and the fact that teachers are not looking for information for themselves.
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Al ‘Alwani, Taha J. "The Islamization of Knowledge." American Journal of Islam and Society 12, no. 1 (April 1, 1995): 81–101. http://dx.doi.org/10.35632/ajis.v12i1.2390.
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IntroductionWithin the Islamization of Knowledge school, the idea of the Islamizationof Knowledge has always been understood as an intellectual andmethodological outlook rather than as an academic field, a specialization,an ideology, or a new sect. Thus, the school has sought to view issues ofknowledge and methodology from the perspectives of reform, inquiry, andself-discovery without any preconceptions, doctrinal or temporal constraints,or limitations on its intellectual horizons. The school is keenlyaware of the workings of time on ideas as they pass from stage to stage andmature and is therefore the first to say that the Islamization of Knowledgeis not to be understood as a set of axioms, a rigid ideology, or a religiousmovement. Rather, in order to comprehend the full meaning of the term, itmust be viewed as designating a methodology for dealing with knowledgeand its sources or as an intellectual outlook in its beginning stages.An ongoing critique and the attempt to derive particulars from the generalare essential to the process of development. The initial articulation ofthe Islamization of Knowledge undertaking and the workplan was thereforeproduced in general terms. At that early stage, the focus was on presentinga criticism of both traditional Muslim and western methodologies and thenintroducing the Islamization of Knowledge and explaining its significance.The first edition of the Islamization of Knowledge pointed out the principlesessential to any attempt to fashion an Islamic paradigm of knowledgebased on the. Islamic worldview and its unique constitutive concepts andfactors. It also addressed, briefly, the intellectual aspect of the Islamizationof Knowledge. The main focus, however, was on the practical aspects ofproducing textbooks for use in teaching the social sciences, as this was consideredthe first priority at a time when the Muslim world was losing its bestminds to the West and the western cultural and intellectual invasion.Accordingly, twelve steps were identified as the basis from which thepreparation of introductory social science texts might proceed ...
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Manique da Silva, Carlos Miguel. "Raul Lino e o programa decorativo da Escola Primária de Alcântara - Lisboa (1917)." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 217. http://dx.doi.org/10.5944/hme.13.2021.26928.
Full textAbstract:
Using as a reference the Primary School of Alcântara (Lisbon) – designed in 1815 by the architect Raul Lino and inaugurated one year later –, my analysis will focus on the decorative program (set of paintings, dated from 1917) on the walls of the classrooms of this building. My main goal is to examine the impact that the paintings, from the perspective of their author - Raul Lino, whose Anglo German education was strongly influenced by the Arts & Crafts movement – would have on the children. For the architect, images was not just decorative. In fact, they were meant to help the children appreciate nature and art, to educate their sense of taste, and even to develop in them a patriotic sense (an agenda involving the formation of the republican citizen). In this sense, we see the emergence the of an aesthetic education as part of a more general social and political program. In line with the same idea, we can conceive of the curriculum in a wider sense, i. e., as including knowledge and skills obtained in formal lessons, but also values and attitudes received from the impact of school decoration on the students individual and collective memory. Methodologically, itis worth emphasizing that the sources I value are not just visual. In fact, some written texts by Raul Lino, namely, active correspondence and articles, are also used; the triangulation of several sources of evidence is very important. The analysis of the visual sources goes from the description of the elements present in the paintings (mostly, Nature and animals) to close observation of the sources that inspired the author. In relation to this last aspect, I should underline that Raul Lino was an illustrator of children’s books, an experience that he integrated into the school buildings that he planned.