Journal articles: 'Teenagers Teaching Teenagers''

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Iklaki, C. U., J. U. Inaku, J. E. Ekabua, E. I. Ekanem, and A. E. Udo. "Perinatal Outcome in Unbooked Teenage Pregnancies in the University of Calabar Teaching Hospital, Calabar, Nigeria." ISRN Obstetrics and Gynecology 2012 (March 4, 2012): 1–5. http://dx.doi.org/10.5402/2012/246983.

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Background. Teenage pregnancy being a high risk condition requires skilled attention for good outcome. Objectives. To determine the influence of antenatal care on perinatal outcome in teenage pregnancies in Calabar. Materials and Methods. A review of patient records in Calabar was conducted between 1st January, 2006 and 31st December, 2010, to determine perinatal outcome in teenage pregnancy. Results. Teenage pregnancy accounted for 644 (6.5%) of the total deliveries with 245 (38.0%) booked while 399 (62.0%) were unbooked. Teenage mothers contributed significantly to the proportion of women who were delivered without prior antenatal care (; ). The mean duration of labour in booked teenagers was hours, while unbooked teenagers was hours (t-value ; ). There was statistically more caesarean sections among unbooked teenage pregnancies than booked (; ). Stillbirth was statistically significant (; ) among unbooked teenagers than booked. However, early neonatal death was not significantly different between booked and unbooked teenage pregnancies(; ). Conclusion. Unbooked teenage pregnancies were significantly associated with increased operative intervention and poor perinatal outcome.

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B. Beregovaya, Elena, Olga B. Ushakova, Marina A. Antonova, Liubov G. Pak, Elvira R. Saitbaeva, Mickhail K. Musafirov, Marina V. Olinder, and Oksana E. Savenko. "ORGANIZATIONAL AND METHODICAL DIRECTIONS OF INTEGRATIVE PROGRAMS IMPLEMENTATION FOR ADOLESCENT CREATIVE DEVELOPMENT AND SOCIAL ADAPTATION." Humanities & Social Sciences Reviews 7, no. 4 (October 8, 2019): 1120–27. http://dx.doi.org/10.18510/hssr.2019.74152.

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Purpose of the study: The purpose of the article is to substantiate the features of organizational and methodical directions of the programs’ complex for creative development and social adaptation of modern adolescents in difficult situations. Methodology: The study is based on the analysis of somatic and psychological changes taking place in the process of becoming a teenager, which are reflected in the biological, mental and cognitive processes. The identified components determined the grounds for the development of the structure and mechanisms of childhood social risk management. Results: It is shown that the understanding of somatic and psychological changes occurring in the process of a teenager formation, which is reflected in the biological, mental, cognitive processes, is the basis for the development of the structure and mechanisms for childhood social risks’ management in the course of an integrative program of any profile. Organizational aspects of preparation and carrying out of actions within such programs are defined. Provisions defining immanent social teaching and educational effects, including prevention of the deviant behavior, increase of educational results’ level, growth of teenagers’ cognitive interest to self-development and self-education, increase of teenagers’ motivation to active and initiative inclusion in development of the program content are allocated. The scientific-methodical and pedagogical experience of the organization of exit integrative programs, the use of pedagogical strategies of which allows achieving positive dynamics of teenagers’ creative development trajectory and social adaptation is briefly described. Applications of this study: Suggested by the author's program increases the growth of teenagers’ cognitive interest to self-development and self-education, increases the teenagers’ motivation and may be used by psychologists and teachers in educational system of all levels. Novelty/Originality of this study: It is proved that the understanding of somatic, cognitive, social changes in the process of a teenager’s formation and compliance with certain organizational rules of activities that take into account the specifics of this age period, increase the motivation of adolescents, their involvement in the development of the program’s content, stimulate the growth of cognitive interest of adolescents to self-development and self-education.

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DJURICICH, ALEXANDER M. "Teaching Medical Residents about Teenagers." Academic Medicine 77, no. 7 (July 2002): 745–46. http://dx.doi.org/10.1097/00001888-200207000-00034.

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Kornev, Dmitrii Vladimirovich. "Socially-pedagogical aspect formation of the person of teenagers folklore means." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2011): 106–14. http://dx.doi.org/10.51314/2073-2635-2011-1-106-114.

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In article the socially-pedagogical aspect of formation of the person of the teenager in the course of familiarising with traditional national-song culture is considered. Process of adaptation of the child to environment by means of small forms of folklore, a place of song creativity in formation of the developing person in detail reveals. In work socially-pedagogical mechanisms of process of socialization of modern teenagers and pedagogical conditions of teaching and educational process are shown. During experiment it has been revealed that folklore means directly help teenagers to develop an adequate self-estimation, to raise communicative level and valuable perception of world around.

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Foley, Simon. "Theory/praxis confusion within Irish Liberalism: The curious case of teenage sexuality." Sexualities 20, no. 8 (December 29, 2016): 999–1018. http://dx.doi.org/10.1177/1363460716675143.

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The contention that non-procreational sex is inherently sinful is a basic tenet of Catholic teaching. From a secular liberal perspective this proposition is inverted. Yet, despite this ideological clash, in 21st century Ireland there exists a unique convergence of views between members of these opposing ideologies when answering the questions as to whether teenagers under 17 should be allowed to control their sexuality and whether it is right to conceive of female teenagers under 17 as less autonomous and less sexual than their male counterparts. Utilizing an ideal type ‘Irish secular liberal’ construction, this article, deploying insights from the Foucauldian framework, problematizes the secular liberal response to a series of related issues revolving around the rights of Irish teenagers to control their sexuality. It argues that the Irish secular liberal regulation of teenage sexuality by reference to the cognitive ability/sexual autonomy discourse is not the product of a reflexive concern with the psychological harm that may ensue if underage teenagers engage in sexual relations. Rather, it advances the theory that such surveillance, both internal and external, is primarily a means through which the responsible heteronormative adult subject position is produced and governed.

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Bao, Cadeo Canh, and Due Bihn. "Excess Anxiety's Effect on the Occurrence of Insomnia in Adolescents in Late Adolescence." Journal of Asian Multicultural Research for Medical and Health Science Study 2, no. 3 (August 4, 2021): 52–59. http://dx.doi.org/10.47616/jamrmhss.v2i3.162.

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Due to the difficult process of social transition associated with the end of adolescence, this may create complications. For example, the issue of anti-social conduct in teenagers, as well as disagreements with parents, often result in conflict, ties of solidarity that may result in hazardous hazards and emotional illnesses such as stress, excessive anxiety, and depression. Anxiety disorder is a kind of emotional illness that may develop in late adolescence as a result of psychosocial causes. In which late adolescents react to stresses in an inappropriate and accurate manner. Anxiety disorders may impair the development of teaching and learning, since they lead people to suffer information processing distortion. The purpose of this study was to evaluate the impact of excessive worry on the prevalence of sleeplessness in late teenage adolescents. The researchers will conduct an analytical observational study using a cross sectional design. Teenagers with anxiety were classified as having no anxiety by 71 individuals (88.8 percent), mild anxiety by 8 people (10.0 percent), and moderate anxiety by one person (1.3 percent ). According to the classification of insomnia, there were 48 individuals (60.0 percent) in the severe group, 18 teenagers (22.5 percent) in the very severe category, and 14 adolescents (17.5 percent) in the moderate category. There is a link between anxiety and the prevalence of sleeplessness in late teenage teens.

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Zotova, Viktoriia. "THE DEVELOPMENT OF CREATIVE ACTIVITY OF TEENAGERS IN THE PROCESS OF VOCAL EDUCATION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 178–82. http://dx.doi.org/10.36550/2415-7988-2021-1-195-178-182.

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Here we revealed the peculiarities of the every day approach to the vocal education of teenage students, and referred to the contemporary trends of children’s vocal education as well as its transformation in the context of the current realities. We have studied theoretical approaches revealing the issue of our research from the perspective of new scientific achievements of the international vocal pedagogy, and have highlighted the most effective ones in terms of teaching vocals to teenagers. We have analyzed the current guidelines of organizing vocal practice with the use of interactive techniques and described how they can deploy the nature of teen’s creative activity especially in the sphere of art. Teenage students have a remarkable need in showing their skills especially if they have already achieved the level of high competence and are already the students of high school. The biggest authority for the teens is the approval of peers, and the moments of success are essential for such student’s self-esteem and further professional development, particularly in this age. On the other hand, our research views the creative activity as the basic component of the established education process where the teenager is the key actor. Interactive techniques are the effective tool of organizing such process. We have appealed to the experience of such acclaimed international schools as EVT (Estill Voice Training) of the american professor Jo Estill who accumulates creative potential of the teacher and student, thus enhancing and triggering the results of the acquired knowledge. Nowadays the traditional offline forms of delivering lessons are becoming secondary and outdated in the age establishing online education, they are considered less effective, less relevant and hardly able to stand the test of time and the global social-economic crisis. But owing to the crisis the new ways of creative thinking’s development are appearing, which fosters unleashing of the creative powers of the teacher and then of the teenage students, who tend to follow the teacher as the professional authority. The core essence of our work was to study the current and contemporary tendencies for developing teenagers’ creative activity in mastering vocals, therein lies the timeliness of the issue.

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Mauri, R., C. Benvenuti, R. Burkart, M. Egloff, R. Cianella, and A. Engeler. "Teaching BLS to teenagers: Is it worth?" Resuscitation 81, no. 2 (December 2010): S97. http://dx.doi.org/10.1016/j.resuscitation.2010.09.395.

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Munaro, Ana Cristina, and Alboni Marisa Dudeque Pianovski Vieira. "Use of Transmedia Storytelling for Teaching Teenagers." Creative Education 07, no. 07 (2016): 1007–17. http://dx.doi.org/10.4236/ce.2016.77105.

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Kohn, Daniel. "Teaching Judaism to Teenagers Using Critical Methodology." Journal of Jewish Education 62, no. 1 (January 1996): 40–41. http://dx.doi.org/10.1080/15244119608548998.

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FRANZINETTI, JOAN REES. "TEACHING ENGLISH TO YOUNG TEENAGERS IN ITALY." World Englishes 4, no. 1 (March 1985): 40–44. http://dx.doi.org/10.1111/j.1467-971x.1985.tb00371.x.

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Lührmann, Melanie, Marta Serra-Garcia, and Joachim Winter. "Teaching teenagers in finance: Does it work?" Journal of Banking & Finance 54 (May 2015): 160–74. http://dx.doi.org/10.1016/j.jbankfin.2014.11.009.

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Swanson, Peter B. "Ready, Set, Recruit for Teaching." Phi Delta Kappan 91, no. 2 (October 2009): 28–32. http://dx.doi.org/10.1177/003172170909100207.

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Williams, M. "Survey review: Materials for teaching children and teenagers." ELT Journal 49, no. 2 (April 1, 1995): 185–93. http://dx.doi.org/10.1093/elt/49.2.185.

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Kollçaku, Merita. "Problems Encountered in High School Pupils, Who Have Divorced Parents." Journal of Educational and Social Research 7, no. 1 (January 26, 2017): 163–67. http://dx.doi.org/10.5901/jesr.2017.v7n1p163.

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Abstract Adolescence and the problems teenagers face during this phase have a great impact in the teaching process. Divorce is one of the problems I have chosen to treat. This is due to the fact that divorce impacts the social-psychological-educational process of teenagers. The ways they experience the divorce of their parents are various. This depends on the area they live, their parents’ educational level, the relationship between parents after the divorce, the kind of relationship they had before, economic level, etc. Teenagers can display aggressive behaviour, disengage from learning, use various substances, etc. as a reaction to their parents. This is the object of my study. This research will use the qualitative method. The qualitative methods will consist in direct interviews with teenagers of the age-group of 14-18 years old, with teachers, psychologists and parents. Also consider those problems I might face during my study, on which the teenagers, or even their parents, might not express their opinion. As a conclusion we can say that based on the interviews it results that divorce has a great impact on the social-educational behaviour of teenagers.

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Agus, Jamaluddin, and Edy Kusnadi. "Metode Dakwah dalam Mengatasi Perilaku Menyimpang Remaja di Mendahara Ilir." MAUIZOH: Jurnal Ilmu Dakwah dan Komunikasi 4, no. 1 (July 13, 2020): 103–30. http://dx.doi.org/10.30631/mauizoh.v4i1.32.

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This research is motivated by a phenomenon that occurs in Mendahara Ilir Village, Mendahara District, East Tanjung Jabung Regency, that teenagers in this village behave inappropriately such as stealing, drinking, gambling, drugs and smoking, which makes parents and the surrounding community restless. . Then the author relates this phenomenon to the da'wah method carried out by the local da'i, whether his da'wah has had an effect or not. The research method used is descriptive qualitative field research, which describes the da'wah method in overcoming deviant behavior in adolescents. The results of the study show that the da'i method of da'i is the bil oral method and gathers youth in hadroh art groups. Teenagers in the Mendahara Ilir village seem to reduce their deviant activities. A good da'wah method for teenagers can encourage teenagers to do positive activities such as practicing hadrah, teaching hadroh to other friends, actively attending taklim assemblies, actively asking questions, polite in speaking, although not involving all teenagers in this village. However, this method can be said to be quite effective in overcoming deviant behavior in adolescents.

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Samoilova, E. S. "PEDAGOGICAL CONDITIONS OF THE FORMATION OF ETHNOCULTURAL VALUES IN THE SOCIAL AND CULTURAL ENVIRONMENT OF THE MUSEUM." Современная высшая школа инновационный аспект, no. 3 (2020): 122–30. http://dx.doi.org/10.7442/2071-9620-2020-12-3-122-130.

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The topical problem of forming ethnocultural values of teenagers is discussed. The content of the concept “ethnocultural values” is specified, understood as a complex of spiritual values objectified in certain material objects, norms of social behavior and in self-identification of the subject with a certain ethnoculture. The complex of pedagogical conditions to form teenagers’ ethnocultural values in the museum social cultural environment is defined that includes using ethnocultural technologies in the museum social cultural environment, involvement of teenagers into the historical reconstruction as a cultural leisure activity, teaching teenagers the methods of emotional and moral regulation. The performed theoretical and methodological analysis of the problem and the experimental results make it possible to conclude that use of the above pedagogical conditions will increase the efficiency of ethnocultural values formation in the museum social cultural environment.

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Taylor, Bridget A., Carrie E. Hughes, Erin Richard, Hannah Hoch, and Andrea Rodriquez Coello. "TEACHING TEENAGERS WITH AUTISM TO SEEK ASSISTANCE WHEN LOST." Journal of Applied Behavior Analysis 37, no. 1 (March 2004): 79–82. http://dx.doi.org/10.1901/jaba.2004.37-79.

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van Ommen, Armand Léon. "Delighted: what teenagers are teaching the church about joy." Practical Theology 13, no. 5 (September 2, 2020): 533–34. http://dx.doi.org/10.1080/1756073x.2020.1818035.

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Stepnova, L. A., Yu A. Kostyuk, N. V. Mikityuk, and L. A. Pryadko. "TEACHING PSYCHOLOGY AT SCHOOL AS A MEANS OF FORMING AN ARBITRARY FORM OF SELF-CONSCIOUSNESS AMONG TEENAGERS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 53, no. 3 (October 30, 2020): 150–59. http://dx.doi.org/10.25146/1995-0861-2020-53-3-229.

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Statement of the problem. The authors analyze the problem of forming an arbitrary form of self-consciousness among teenagers in the process of mastering psychology as a school discipline. The purpose of the article is to develop a concept of teaching psychology at school based on the theory of L.S. Vygotsky about the stages of development of mental functions. The research methodology is based on the cultural and historical theory by L.S. Vygotsky, on the analysis and synthesis of research works by international and Russian scientists on the problems of personal development, in particular, self-consciousness, recognized by the scientific community, as well as the experience of teaching psychology at school. Research results. Based on the cultural and historical theory by L.S. Vygotsky about the development of higher mental functions, the authors suggested and theoretically showed that teaching psychology at school can contribute to the formation of an arbitrary form of self-consciousness among adolescents. Self-coaching, as a form of internal self-communication, is a psychological means of developing self-awareness. Based on this, the preparation of psychology teaching programs for grades 5–11 should be based on a system of psychological knowledge, skills and abilities that allow a teenager to achieve a better self-awareness at each age stage. On the basis of this conceptual system, teenagers form their own psychological concept, “psychological theory”, which is the basis for understanding, interpreting and correcting their own thoughts, desires, actions, and behavior of people around them. Conclusion. The authors’ concept of teaching psychology at school, which includes self-coaching as a controlled form of internal dialogue, provides a student with a system of psychological concepts that contribute to the generalization and awareness of the subjective experience of his / her self-feelings, reflections and experiences.

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Costa-Sánchez, Carmen, and Mar Guerrero-Pico. "What Is WhatsApp for? Developing Transmedia Skills and Informal Learning Strategies Through the Use of WhatsApp—A Case Study With Teenagers From Spain." Social Media + Society 6, no. 3 (July 2020): 205630512094288. http://dx.doi.org/10.1177/2056305120942886.

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Smartphones and WhatsApp are, respectively, the medium and application that Spanish teenagers most want. However, research into the use of WhatsApp is still quantitatively and qualitatively limited. In addition, little research has been carried out regarding its impact on the development of transmedia skills and informal learning strategies outside the classroom. This article aims to expand the knowledge on teenagers’ motivations and their development of transmedia skills and informal learning strategies in relation to their use of WhatsApp. Specifically, a qualitative analysis of data gathered from workshops, interviews, and media diaries is applied as part of a case study methodology involving teenagers from 10 schools located in five different Spanish regions. The results reveal the new WhatsApp uses teenagers are applying in their daily lives as well as the skills and strategies they are developing through said uses in the context of interpersonal and group (WhatsApp groups) interactions: on one hand, production, social, content, and individual management skills, and on the other hand, learning by doing, teaching, and evaluating strategies.

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Aydarova, Zhypargul. "TEACHING METHODS TO IMPROVE LEARNING SKILLS OF TEENAGERS OF PUPILS." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 49–54. http://dx.doi.org/10.17015/aas.2020.201.06.

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The article talks about the need to apply pedagogical methods, techniques, and learning technologies to help students actively and more actively participate in the cognitive process as a result of changes in the education system. Pedagogical principles that affect the effectiveness of the educational process, serve as the basis for the application. The main purpose of applying the proposed pedagogical methods is to interest students in the reading process, which is why they must be selected taking into account the age characteristics of adolescents. In addition, the article offers an answer to the question of how can we raise the activity of teenage children? Applying reading and writing in the activities of students of adolescents in the learning process, we can build their informational competence.

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Gołębiowska, Dorota, Anna Kołodziejczak, Maciej Dowgiel, and Ewa Kanownik. "Methods of Film Education for Children and Teenagers – Selected Issues." Panoptikum, no. 18 (December 29, 2017): 70–88. http://dx.doi.org/10.26881/pan.2017.18.05.

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The article describes teaching techniques used in film education in schools (at every level) and outside schools. All techniques described in the article are placed within the context of Polish didactics and delineate the evolution of dominant approaches to film education and regulations determining the work of teachers and film educators. The article discusses various factors that need to be taken into consideration when selecting the most appropriate teaching techniques and describes the main film didactic methods with a special focus on participation stimulating techniques. Finally, the article provides a brief overview of various teaching techniques utilised in extracurricular film education, with reference to existing procedural demands. The article is based on theoretical knowledge as well as the authors’ practical experience.

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Jaworska, Mariola. "OCENIANIE UCZNIÓW ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI WE WŁĄCZAJĄCEJ EDUKACJI OBCOJĘZYCZNEJ W POLSCE." Neofilolog, no. 54/1 (March 31, 2020): 9–25. http://dx.doi.org/10.14746/n.2020.54.1.2.

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For the last decade or so we have observed a visible increase in the interest of educational and scientific circles in Poland in actions to include children and teenagers with special educational needs in education in mainstream schools. Such children and teenagers require special support in the learning and teaching of foreign languages, well-considered selection of teaching methods and forms, and organisation of lessons, which takes account of the individual characteristics of the learners. Appropriate evaluation of their achievements is very important in working with such persons. The article presents assumptions relating to and possibilities of individualised evaluation of students with special educational needs from the perspective of inclusive foreign language education.

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Claudia Elvira, Casamayor Leiza, Pérez Yero Julio César, Pérez Inerárity Maydell, and Chávez Miguel Brayan. "Suicide in teenagers during the COVID-19 pandemic in Cuba: actions for its prevention." Journal of Community Medicine and Health Solutions 2, no. 1 (May 7, 2021): 001–6. http://dx.doi.org/10.29328/journal.jcmhs.1001007.

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Introduction: Suicidal behavior in teenagers constitutes a health problem that, given the necessary measures of social isolation taken by the global emergency of the COVID-19 pandemic, must generate timely actions for its prevention and control from the public health services. Objective: To propose an action plan for the prevention of suicide in teenagers of the Remedios municipality, subjected to voluntary home confinement during the COVID-19 pandemic. Methods: an observational, descriptive, cross-sectional study was carried out in the “XXX Anniversary” Teaching Community Polyclinic of the municipality Remedios. We worked with the population of 25 teenagers between 12 and 19 years old who made suicide attempts in the period 2019-2021. The empirical methods used were: bibliographic and documentary review, participant observation, focus group, semi-structured interview and questionnaire. Results: The suicide attempt was common in female teenagers aged 17 to 19 years not identified as risk, the lack of motivation due to the study activity and the previous suicide attempts by ingesting psychotropic drugs without serious intention of dying predominated. The most frequent psychological disorders were emotional disorders, stress, depression, irritability, apathy and insomnia. Actions are presented for the prevention of suicide and promote behaviors that contribute to mental health in the context of COVID-19. Conclusion: The prevention of suicidal behavior in teenagers in conditions of social isolation due to COVID-19, must include actions that facilitate the coping with stress, intra-family communication and resilience.

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Yao, Jiani, Fusheng Zhang, and Hongying Li. "Research on the Optimization of Oral English Teaching in Junior High School in the Environment of Man-machine Dialogue." Journal of Language Teaching and Research 10, no. 5 (September 1, 2019): 1047. http://dx.doi.org/10.17507/jltr.1005.18.

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Dumb English is a serious phenomenon among most teenagers in China. When the assessment system of man-machine dialogue is added to the entrance examination, English listening and speaking ability becomes indispensable to students. How to arouse teenagers' interest in spoken English and effectively improve their listening and speaking ability is very critical. The main learning environment for students is the classroom, hence classroom teaching plays a key role in enriching students' ability of listening and speaking. In view of the problems existing in junior high school classroom and students' listening and speaking ability, the relevant optimization strategies are presented.

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Zhou, Mingyue. "To Discuss the Different Music Materials for Learners and Analyze the Difference Between Individual and Group Teaching." Journal of Education and Development 4, no. 1 (January 15, 2020): 8. http://dx.doi.org/10.20849/jed.v4i1.701.

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Beginning tutor books are preparing for students who exposed to music for the first time. It is the simplest and most basic music teaching materials. Piano beginners can divide into different age groups, such as young beginners, teenagers, and adults. The young beginners about six to ten years old, the teenagers are usually senior students, about thirteen to eighteen, and an adult is a person over the age of eighteen. People of all age groups can become piano beginners, and beginners at different age groups should use different kinds of music textbooks. In this essay, the musical materials for the piano beginner at different age groups are presenting below.

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Vasquez, Brenda Stefania Guale, Carlos Julio Bastidas Martinez, María Elena Moya Martinez, and María Angelica Indacochea Vasquez. "Brain and learning on adolescence stage." International research journal of engineering, IT & scientific research 5, no. 5 (August 28, 2019): 1–7. http://dx.doi.org/10.21744/irjeis.v5n5.720.

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Research shows adolescent learning by analyzing brain development at the age of 10 to 19 years. A literature review method has used in the investigation from 1997 to 2019 with the aim of demonstrating the incidence of the brain in the teaching system. An analysis of the conceptualization of adolescence, brain, learning, behavior has shown; where several authors who have studied the subject have analyzed. In addition, the behavior of people influences the teaching process, for this reason, shows the psychosocial characteristics of the adolescent that give rise to the design and predisposition of the use of innovative methodologies to teach classes in educational institutions. The study of the brain and learning, adolescence, generalities and psychosocial characteristics of the adolescent will help in the intervention and prevention of future social problems that many teenagers are currently affected. Understanding a teenager is complex; but if you can know what you like, what you want, this will serve to be able to interact with your same ideals and reach meaningful and valid teaching.

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Rasul, Tarmizi, and Imam Suseno. "AN ENGLISH ACTION RESEARCH FOR A BETTER LIFE (EBL)." Scope : Journal of English Language Teaching 4, no. 1 (January 30, 2020): 68. http://dx.doi.org/10.30998/scope.v4i01.5561.

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<p>English is a foreign language in this country which is needed by all sides especially by teenagers since English, both competence and performance, will be always needed by workers in all kinds of jobs. The teenagers in kelurahan Cipedak Jagakarsa South Jakarta have been united in an teenagers organization which is called Karang Taruna. They were enthusiastic to engage in an English Action Research called EBL (English for A Better Life). EBL was an activity as an English action being carried out by implementing an Oral Questioning Guidance in L1 (OQIGIL) method. This OQIGIL method aimed at improving the awarness of teaching of a teacher to increase his students’ communication skills. An OQIGIL Method which is developed from time to time was based on a systematic procedure focused on a certain quality or a standard, and an accurateness and a certain efficiency as well. After this EBL was undertaken several times, the students’ competence and performance improved better.</p>

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Yeo, Min-Kyeong, and Eun-Hee Lim. "Development of the Endocrine Disruptor Experiment in Teaching Program for Teenagers." Journal of Environmental Science International 17, no. 8 (August 30, 2008): 827–31. http://dx.doi.org/10.5322/jes.2008.17.8.827.

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Anliker, Jean Ann, Linda T. Drake, Joseph Pacholski, and Wanda Little. "Impacts of a multi-layered nutrition education program: Teenagers teaching children." Journal of Nutrition Education 25, no. 3 (May 1993): 140–43. http://dx.doi.org/10.1016/s0022-3182(12)80572-3.

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Mitin, Georgiy V. "Professional Deformation of Teachers and Manifestations of Antisocial Forms of Pupils’ Behavior." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 5 (November 16, 2017): 90–93. http://dx.doi.org/10.18844/prosoc.v4i5.2681.

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It is scientifically proven that teacher’s professional activity can have not only constructive, developmental impact on pupils and him/herself, but also destructive one, causing mental conditions (burnout, exhaustion) that reduce teacher’s efficiency (deviation) and change the system of his/her personality features (deformation). Despite the importance and the effectiveness of the researches that have been already conducted, the problem of the influence of teacher’s professional deformations on the manifestations of students’ antisocial behavior (aggression, cruelty, violence) remains insufficiently studied. An important component of this issue is to consider various factors (internal and external) that affect appearance and spreading of aggressive behavior among teenagers: from psychological pressure (mobbing) to cruel and cynical aggression. Our experimental study had two stages: ascertaining and forming ones. The results showed that aggressive behavior models adopted and accepted by teenagers were strongly influenced by teachers’ educational modes. The unfavorable changes of teacher’s psychological experience (professional deformations) manifested in stagnation, regression, depersonalization, negative impact on students’ development and behavior. At the second stage – the forming one – we identified three main directions of psychological work. The first direction was corrective and developing work with teenagers. The second direction was work with teachers in order to prevent and correct professional deformation. The third direction was polysubject interaction "teacher–pupil". The effectiveness of the work carried out was proven by significant changes not only in pupils’ behavior, but also in teachers’ collaboration with teenagers. Keywords: professional deformations; antisocial behavior; aggressiveness; teaching technology; corrective-developing programs.

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Bastos, Stephanie Freires, and Mario Lopes Amorim. "A QUALIFICAÇÃO PROFISSIONAL COMO POSSIBILIDADE DE RESSOCIALIZAÇÃO DOS JOVENS EM CUMPRIMENTO DE MEDIDAS SOCIOEDUCATIVAS." Revista Labor 2, no. 18 (August 28, 2018): 6. http://dx.doi.org/10.29148/labor.v2i18.33500.

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Este artigo tem por objetivo contribuir para a discussão de medidas político-pedagógicas direcionadas a jovens considerados infratores, as quais têm por finalidade assegurar ao jovem o direito à inserção no mundo do trabalho por meio da educação voltada à profissionalização qualificada. Para reforçar as diretrizes do ECA, bem como ampliar a aplicabilidade das medidas socioeducativas para jovens infratores, foi sancionada a Lei n° 12.594, de 12 de janeiro de 2012, que institui o SINASE, criado com a finalidade de regulamentar a execução de medidas pedagógicas destinadas a adolescentes praticantes de atos infracionais inimputáveis. Trata-se de uma revisão bibliográfica, considerando a relação entre qualificação profissional e ressocialização a partir do referencial metodológico do materialismo histórico dialético, o qual possibilita a aproximação não só da aparência dos fenômenos, mas também da essência da realidade, neste caso vinculado à compreensão da aplicação das medidas socioeducativas relacionados à qualificação para o mundo do trabalho dos jovens infratores. Ao jovem em cumprimento de medida socioeducativa, todas as ações devem ter como objetivo interferir de maneira positiva e não apenas de forma punitiva, no processo de desenvolvimento educativo, mas também buscando a sua integração social.ABSTRACTThis article aims to contribute to the discussion of political-pedagogical measures directed at teenagers considered offenders, which aim to ensure the teenager the right become inserted in the world of work through education aimed at professionalization qualified. To strengthen the ECA guidelines, as well as expand the applicability of educational measures for young offenders, was sanctioned the law number 12.594, of January 12th, 2012, establishing the SINASE, created with the purpose of regulating the implementation of measures aimed at teaching teenagers practicing unimputable infractional deeds. This is a literature review, considering the relationship between professional training and re-socialization from the methodological referential of the historical dialectic materialism, which makes the approach not only the appearance of phenomena, but also the essence of reality, in this case linked to the understanding of socio-educational measures related to qualification for the world of work of young offenders. The teenagers in fulfillment of socio-educational measure, all actions must aim to interfere in a positive way and not just punitive way, in the process of developing educational, but also seeking your social integration.

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McManus, John L. "“Live” Case Study/Journal Record in Adolescent Psychology." Teaching of Psychology 13, no. 2 (April 1986): 70–74. http://dx.doi.org/10.1207/s15328023top1302_5.

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Case study and journal record methods are described and positive outcomes for learners are noted. A “live” case, along with journal records, was used in teaching adolescent psychology. Evaluation indicates benefits to both college students and involved teenagers. Suggestions for future research are discussed.

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Tripon, Cristina. "Helping teenagers reconnect to learning -the power of supportive teachers to design autonomy." Journal of Educational Sciences & Psychology 11 (73), no. 1 (2021): 11–25. http://dx.doi.org/10.51865/jesp.2021.1.03.

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Teaching and Learning International Survey - TALIS (2019) reports that classroom climate is an important factor in student outcomes. The process of creating a productive learning environment in schools is a challenging dimension of students' autonomy. Related to school autonomy, the PISA results (2013) discovered that levels of school autonomy is related to student performance across some PISA countries (positive correlations), but is depending on some resources, especially when de autonomy significance is combined with accountability. The most used definition of learner autonomy is closely identified with the personal meaning of what the learner sees as important for itself and with the responsibility to develop new skills to progress in the metacognitive process, to be reflective in all itself actions, and to be motivate and self-aware. In this study, the interest is focused on the teachers and their implications on students' autonomy development. The implications of the learning interactions between teacher and students, the categories of teaching styles that influence the development of students' autonomy, the characteristics of teachers who develop autonomy (seniority in teaching, the quality of mentors, the subject field of teaching) are analyzed. The results emphasize that supportive teachers use quality educational relationships, stimulate students 'involvement in their own learning, and do not necessarily depend on teaching experience, teachers' age, time spent with students or the category of subject field teaching.

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Mbulur, Fredy Ngguli, and TA Prapancha Hary. "SIKAP REMAJA TERHADAP KEPERCAYAAN MARAPU DI KABUPATEN SUMBA TIMUR NUSA TENGGARA TIMUR." JURNAL SPIRITS 3, no. 2 (April 15, 2017): 37. http://dx.doi.org/10.30738/spirits.v3i2.987.

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ABSTRACTThis study aims to determine adolescent attitudes towards trust Marapu in Sumba Timur Waingapu Nusa Tenggara Timur. This study uses qualitative methods. Three research subjects who are teenagers in Waingapu City, Sumba Timur. Data was collected through interviews and observation. Data analysis was performed using the technique of thematic Phenomenal Phsykologi Empherical procedures (EEP). Adolescent attitudes toward trust Marapu Waingapu City Sumba Timur, Nusa Tenggara Timur based cognitive component is known that most adolescent do have a fairly good knowledge about Marapu beliefs , but this does not affect the views and beliefs of the trust Marapu . Most of the youth in the region have a negative outlook and confidence to trust Marapu . Therefore , most of the teenagers are less interested in teaching Marapu . However , they argue that the trust actually Marapu not against religion and government regulations . Based on the affective component is known that the majority of adolescents do not attend the event and participate in the establishment Marapu teaching Marapu teachings. This does not make them feel guilty for Marapu teachings contrary to their religion . However , there are also adolescent who attended the event as well as participate in the establishment Marapu teachings Marapu teachings . There is a sense of guilt if not attended school Merapu because if not present then he was not able to understand Marapu teachings and values of the prevailing culture. Keywords: trust marapu, adolescent, attitude

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Romero, Yanilis, and Adriana Pérez. "Fostering Citizenship and English Language Competences in Teenagers Through Task-Based Instruction." Profile: Issues in Teachers' Professional Development 23, no. 2 (July 19, 2021): 103–20. http://dx.doi.org/10.15446/profile.v23n2.90519.

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This research analyzes how citizenship and communicative competences can be fostered through a task-based approach to language teaching. This paper proposes the design of a unit with social components as the main meaningful task for the teaching of the English language and for fostering citizenship competencies in A2 level learners. An action research method was used; data collection techniques included observations, diaries, interviews, and students’ artifacts. Findings report that tasks might foster English language use if those are designed by taking into account students’ context and interests. Furthermore, real-life tasks derived from contextual features can enhance civic engagement and promote values, which can be signals of citizenship.

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Ripberger, Chad, and Lydia B. Blalock. "Training Teens to Teach Agricultural Biotechnology: A National 4-H Science Demonstration Project." Journal of Youth Development 8, no. 3 (December 1, 2013): 46–67. http://dx.doi.org/10.5195/jyd.2013.84.

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This article discusses a National 4-H Science agricultural biotechnology demonstration project and the impact of the pilot programs on the teenage leaders and teachers. A total of 82 teenagers were extensively trained, who in turn, engaged 620 youth participants with agricultural biotechnology education in afterschool and summer programs in five states. This article details the national and state level trainings for these teen teachers as well as the content rich partners from agribusinesses, agricultural commodity groups, and universities who supported their involvement. The impact on the content knowledge, science process and life skills, and program development and implementation skills of the teen leaders and teachers was evaluated using multiple instruments over multiple administrations (pre-training, post-training, and post-teaching). Results indicate significant gains in most areas assessed. Project recommendations and future plans are also discussed.

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Hendra Wijaya and Nurhidayah. "Pembelajaran Metode Dirosa di Desa Majannang Kabupaten Gowa." WAHATUL MUJTAMA': Jurnal Pengabdian Masyarakat 1, no. 1 (May 5, 2020): 67–74. http://dx.doi.org/10.36701/wahatul.v1i1.138.

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Koran Education for Adult (Dirosa) was one well-known program of students of Community Service Program (KKN) of STIBA Makassar held in Majannang village, Parigi District, Gowa Regency, South Sulawesi Province. The objectives of this program were; (1) To increase enthusiasm in learning and teaching the Koran for teenagers and adults, (2) To provide teenagers and adults learning for reading Koran so that they can read it according to the knowledge of recitation. (3) To provide additional knowledge of the basics of Islam for teenagers and adults. The implementation of Dirosa program in Majannang village was of 7 study groups, with details: 2 groups of men, 2 groups of women, and 3 groups of young men. The number of participants initially was 59 people and has succeeded in resulting as many as 23 alumni who consistently attended 20 meetings. Most participants before participating Dirosa program did not read the Koran fluently, neither do they understand the knowledge of recitation, and there were among them who were illiterate in the Koran, after participating in Dirosa program they became proficient in reading the Koran according to the principles of recitation, people of Majannang village also received additional knowledge about Islamic insights, especially those which are related to Islamic practices of worship and morality.

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Hilte, Lisa, Walter Daelemans, and Reinhild Vandekerckhove. "Lexical Patterns in Adolescents’ Online Writing: The Impact of Age, Gender, and Education." Written Communication 37, no. 3 (May 25, 2020): 365–400. http://dx.doi.org/10.1177/0741088320917921.

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This article examines the impact of the sociodemographic profile (including age, gender, and educational track) of Flemish adolescents (aged 13–20) on lexical aspects of their informal online discourse. The focus on lexical and more “traditional,” print-based aspects of literacy is meant to complement previous research on sociolinguistic variation with respect to the use of prototypical features of social media writing. Drawing on a corpus of 434,537 social media posts written by 1,384 teenagers, a variety of lexical features and related parameters is examined, including lexical richness, top favorite words, and word length. The analyses reveal a strong common ground among the adolescents with respect to some features but divergent writing practices by different groups of teenagers with regard to other parameters. Furthermore, this study analyzes both standardized versions of social media messages and the original utterances (including nonstandard markers of online writing). Strikingly, different results emerge with respect to adolescents’ exploitation of more traditional versus digital literacy skills in relation to their sociodemographic profile, especially with respect to sentiment expression (verbal versus typographic/pictorial). The study suggests that the inclusion of nonverbal communicative strategies, for instance in language teaching, might be a pedagogical asset, since these strategies are eagerly adopted by teenagers who show proof of less developed traditional writing skills.

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Stålhammar, Börje. "School and Music-school Collaboration in Sweden." British Journal of Music Education 14, no. 3 (November 1997): 237–50. http://dx.doi.org/10.1017/s0265051700001224.

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How do we channel teenagers' interest in music? What guides our music teaching today, and what possibilities are there for development and change? These questions have given me occasion to take a closer look at the situation of music teaching today.Many teachers have asked themselves how we in the comprehensive school and the music school can look after the zest and creative power which are often exhibited by teenagers when they perform music freely, not under the direct control of a teacher. I have also, on quite a number of occasions during lessons, registered resignation and tedium on the part of pupils.The consequence has been drop-out from music school – sometimes experienced as a relief both by teacher and pupil. Despite the fact that the educational orientation has been based on a ‘musical encounter’ between teacher and pupil, this encounter has not occurred (or has sometimes occurred with a difference which certainly might have been corrected). But the pupil's great interest in music has not diminished – great interest, that is, in music as the pupil understands the term!

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Dair García de la Rosa, Roberto, Jorge Alonso Canino, Mérida Cruz Carbonell, Anaiza Barbé Agramonte, and Mercedes García González. "Sexually transmitted diseases: educational intervention among teenagers in a technical-professional teaching cente." Medwave 14, no. 01 (January 22, 2014): e5891-e5891. http://dx.doi.org/10.5867/medwave.2014.01.5891.

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Hoch, Hannah, Bridget A. Taylor, and Angela Rodriguez. "Teaching Teenagers with Autism to Answer Cell Phones and Seek Assistance When Lost." Behavior Analysis in Practice 2, no. 1 (June 2009): 14–20. http://dx.doi.org/10.1007/bf03391733.

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Brzezinska, Magdalena Agnieszka. "Creating a BYOD Tour Around Poznan, Poland – A Location-based Project for Teenage Students." International Journal of Engineering Pedagogy (iJEP) 8, no. 2 (May 2, 2018): 23. http://dx.doi.org/10.3991/ijep.v8i2.7994.

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This paper focuses on a project that encompasses place-based learning, location-based learning and problem-based learning in teaching of English as a foreign language. It shows how a project of this type can increase student motivation and help teenagers embrace local culture. It originated when the author of this paper was introduced to the Wandering platform and the Experiencity platform by one of the co-creators of the former, Ms. Talila Yehiel, a museum expert and a designer of tailor-made sites for museum visits. After examining the various options of the Experiencity platform on her own, and upon developing two walks: The Past and the Present: Jewish Heritage Walk in Bielsko-Biala and Karl Korn Walk, the author undertook to test it with her teenage students, designing a completely new location-based activity: Be Active and Explore Poznan. As recommended by Piaget, the author challenged her students and was a guide and facilitator rather than a lecturer. She made the students work together and find answers and solutions to the problems posed. She also trusted Vygotsky and Dewey in assuming that learners are social individuals and place-based education helps “students connect with their particular corners of the world” (Woodhouse and Knapp, [9]). The walk demonstrates interaction of teenagers with and in space: it inspects the particular characteristics of a place, it is cross-curricular and intrinsically empirical, and it forms a relation between place, self and community (Woodhouse and Knapp, [9]). It also uses local environment to make students active citizens, contributing to the society (compare [7], p.7).

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Sussman, Daniel. "From partisanship to pluralism." Phi Delta Kappan 99, no. 4 (November 27, 2017): 50–53. http://dx.doi.org/10.1177/0031721717745545.

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Educators must prepare students to live with the perpetual discomfort of difference. That includes teaching them how to respectfully listen to others’ views, especially when those views are in opposition to their own. Borrowing from protocols used in a professional Critical Friends Group, a teacher at a private Quaker school designed a discussion protocol to guide such classroom discussions among teenagers.

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Arlasheva, Lyudmila, Eduard Kazin, and Natalia Kasatkina. "Pedagogical Model of Health-Preserving and Adaptive Potential in Class Environment." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2021, no. 2 (July 13, 2021): 105–13. http://dx.doi.org/10.21603/2542-1840-2021-5-2-105-113.

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he concept of life-long education and the Federal State Educational Standard for General Education presupposes teaching technologies that form a positive attitude to a safe and healthy lifestyle in teenagers. The cognitive and social tasks that teenagers have to face grow more and more complex, which means that class environment should develop their coping potential and healthy lifestyle habits. The article features a pedagogical model for improving the health-saving and coping potential of adolescents in class. The model includes functional components that consist of organizational and pedagogical conditions aimed at solving learning, developmental, educational, and social tasks in class and during extracurricular activities. Monitoring proved to be the main organizational and pedagogical condition for improving the potential of adolescents in adaptation and healthy lifestyle habits. Monitoring includes three main stages: analytical, technological, and corrective. The research involved traditional and modified criteria of the health-saving and coping potential. The experiment proved the effectiveness of the new model.

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Aydarova, Zhypargul. "PEDAGOGICAL CONDITIONS OF FORMATION OF THE SKILLS OF READING PUPILS OF TEENAGERS." Alatoo Academic Studies 19, no. 3 (December 30, 2019): 56–61. http://dx.doi.org/10.17015/aas.2019.194.07.

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The article offers an analysis of pedagogical conditions that contribute to the formation of reading skills of adolescent students. Pedagogical conditions consider goals, objectives, content, methods and types of organization of the process of training and education. Therefore, the concept of “pedagogical condition” can be understood as the choice of content, methods and techniques of teaching, their planning and implementation. The article reveals the content of the proposed three pedagogical conditions: 1) Accounting for different types of perception of student information in the learning process. 2) The use of different forms of reading. 3) Implementation of the methodological concept “Before reading - while reading - after reading”.

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Kostina, I. B. "Evaluation of formation of ecological consciousness in girls teenagers in the process of teaching." Alma mater. Vestnik Vysshey Shkoly, no. 9 (September 2020): 48–53. http://dx.doi.org/10.20339/am.09-20.048.

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Karavaeva, Evgeniya Alexandrovna. "Psychological feature of person approach in teaching left-handed children and teenagers in secondary school." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2010): 100–108. http://dx.doi.org/10.51314/2073-2635-2009-3-100-108.

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Features of training at modern mass school because of their basis on logics and sign structures are mostly suitable for right-handers, and the potential of lefthanders isn't totally revealed. In the article it is noticed that for the majority of teachers any special methods for training pupils-lefthanders aren't considered important; though they feel certain necessity for that. The author brings some ways for parents and teachers to help lefthanders, which will lower the risk of social disadaptation for left-hand teenagers.

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Brazier, Randolph James. "How Education Can Be Used to Improve Sustainability Knowledge and Thinking Among Teenagers." Australian Journal of Environmental Education 30, no. 2 (December 2014): 280–82. http://dx.doi.org/10.1017/aee.2015.17.

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AbstractSignificant progress has been made with respect to Education for Sustainable Development (ESD) in tertiary education institutions, particularly universities. There are also examples of ways in which sustainability has been incorporated into secondary schools and curricula, but with varying levels of success. ESD that has been incorporated in secondary schools has been shown to engage students and give more context to the curriculum, as well as enable students to develop the critical thinking required to tackle the big issues that face the planet now and into the future.In the United Kingdom, while some aspects of sustainability have been introduced into the secondary school curriculum, they are often merged into other subjects and do not attract as much attention as traditional subjects. Furthermore, sustainability emphasis varies between schools, exam boards and teachers, leading to differing levels of understanding among teenagers. As a result, it could be argued that some young people fail to engage with global issues, which could be contributing towards the lower rates of young people voting in the United Kingdom. Promoting sustainable development, and how engineering can contribute towards it, could also potentially help reverse the decline in engineering student entries at universities, by attracting more interest to the engineering field. Thus, the question is raised as to how sustainability knowledge can be improved among teenagers.The research investigated the scale and quality of ESD at secondary schools in the United Kingdom and recommended a range of solutions to improve sustainability teaching and thinking among teenagers. A range of research tools were used, including a literature and curriculum review, interviews and surveys with teachers and students, and a role-play case study.The research involved a survey being conducted with 475 UK secondary school students aged 12–18 years. The survey was conducted to determine the current level of sustainability understanding of the students, where they learned about it, their preferences relating to issues facing the Earth, and how they think sustainability teaching could be improved. Surveys were purposely open ended, and teachers were instructed not to give prompts prior to the survey, to enable an accurate reflection of students’ knowledge. Results of the surveys varied across age group, school, overall attainment levels of students and exam boards. In general, results showed that while students are interested and knowledgeable about current issues, their level of understanding of sustainability is poor to moderate, and they want it to be taught in more subjects.A gap analysis was then conducted with a curriculum review, survey results and interviews with teachers as inputs. The aim of the analysis was to determine the difference between a desirable level of knowledge and teaching of sustainability, and current practice. Among other things, the analysis indicated that interactive learning would be beneficial, and thus a role play, set in Cambridge and covering environmental, social and economic aspects, was designed and run at two schools in Cambridge. An element of competition was included, as well as a relatively open set of rules, to invoke creative solutions. Observation during the game indicated engaged students. Feedback from students indicated that the game was a fun and useful learning tool. Feedback from teachers was also positive, indicating that interactive teaching tools, like role plays, class debates and field experiments, can be very valuable towards teaching students about the complexities of sustainability.After the role plays, the students were surveyed with identical questions to the initial survey. Results were compared, and sustainability knowledge and the ability to identify environmental issues was seen to increase significantly, far more so than originally expected. This increase in knowledge was highlighted by the students themselves in subsequent feedback sessions.Finally, steps were proposed to improve sustainability education that could be implemented by schools and teachers or at the UK National Curriculum level: •a ‘Sustainability Week’ or sustainability short course to be run at early secondary school, with the aim to give students a holistic overview of sustainability;•aspects of sustainability, including real-world examples, to be included in all subjects and lead on from the short course;•interactive learning tools to be strongly encouraged and made available to all teachers;•training and support to be provided to teachers to improve understanding and ability to teach sustainability;•extra-curricular sustainability activities to be offered at all schools. These steps, along with continual lines of communication and feedback between politicians, the public, industry, students and educators, will ensure that students understand sustainability and develop critical ways of thinking, leading to a more engaged generation.

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Journal articles on the topic 'Teenagers Teaching Teenagers''

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