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Al-Omari, Hassan Mohammad, and Ameera Bint Mohammad Al-Alawiya. "The Amount of Availability of Scientific Thinking Skills that are Derived from the Holy Quran in Islamic Education Books for Post-Basic Education in the Sultanate of Oman." International Journal of Educational & Psychological Studies 11, no. 6 (December 2022): 1331–50. http://dx.doi.org/10.31559/lcjs2022.11.6.11.
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The current study aimed to reveal the percentages of the included scientific thinking skills derived from the Holy Quran in the activities of Islamic education books for the eleventh and twelfth grades in the Sultanate of Oman. To achieve this, the researcher prepared a list of (8) skills of scientific thinking derived from the Holy Quran that should be included in the activities for the eleventh and twelfth grades, which are (observation, measurement, classification, inference, extrapolation, deduction, prediction, and use of numbers). The study aimed to analyze all the activities of Islamic education books for the eleventh and twelfth grades, which are (240) activities to analyze these activities. The researcher used an analysis card, which was derived from the list of scientific thinking skills derived from the Holy Quran that must be included in the activities of Islamic education books to analyze these activities. The results of the study resulted in an improvement in the inference skill compared to the rest of the skills from the eleventh and twelfth grade activities where it got the highest percentages, which is (40.5%), as for the twelfth grade is (52.5%), followed by the induction skill which reached (20.7%), and for the twelfth (25.8%), then the skill of induction Observation with a percentage of (19.8%), as for the twelfth grade with a percentage of (19.8%), then the classification skill with a percentage of (4.16%), as for the twelfth grade deduction skill with a percentage of (7.20%), then the prediction skill with a percentage of ( 3.33%), as for the twelfth grade, the skills of classification and observation is (5.40%), then the skill of deduction by (1.67%), then the skill of counting and measurement by (0.08%), as for the twelfth grade Counting skill by (0.90%), then measuring skill (0%). As a summary of the results and their discussion, the study made a number of recommendations, the most important of which are: Developing the activities of the Islamic education book for the eleventh and twelfth grades, which leads to addressing the shortcomings in including some of the scientific thinking skills that were clarified by the results of the study, such as: the skill of measurement and counting, and diversification in the activities of Islamic education books in different grades to include training in all scientific thinking skills.
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Al-Omari, Hassan Mohammad, and Ameera Bint Mohammad Al-Alawiya. "The Amount of Availability of Scientific Thinking Skills that are Derived from the Holy Quran in Islamic Education Books for Post-Basic Education in the Sultanate of Oman." International Journal of Educational & Psychological Studies 11, no. 6 (December 2022): 1331–50. http://dx.doi.org/10.31559/eps2022.11.6.11.
Full textAbstract:
he current study aimed to reveal the percentages of the included scientific thinking skills derived from the Holy Quran in the activities of Islamic education books for the eleventh and twelfth grades in the Sultanate of Oman. To achieve this, the researcher prepared a list of (8) skills of scientific thinking derived from the Holy Quran that should be included in the activities for the eleventh and twelfth grades, which are (observation, measurement, classification, inference, extrapolation, deduction, prediction, and use of numbers). The study aimed to analyze all the activities of Islamic education books for the eleventh and twelfth grades, which are (240) activities to analyze these activities. The researcher used an analysis card, which was derived from the list of scientific thinking skills derived from the Holy Quran that must be included in the activities of Islamic education books to analyze these activities. The results of the study resulted in an improvement in the inference skill compared to the rest of the skills from the eleventh and twelfth grade activities where it got the highest percentages, which is (40.5%), as for the twelfth grade is (52.5%), followed by the induction skill which reached (20.7%), and for the twelfth (25.8%), then the skill of induction Observation with a percentage of (19.8%), as for the twelfth grade with a percentage of (19.8%), then the classification skill with a percentage of (4.16%), as for the twelfth grade deduction skill with a percentage of (7.20%), then the prediction skill with a percentage of ( 3.33%), as for the twelfth grade, the skills of classification and observation is (5.40%), then the skill of deduction by (1.67%), then the skill of counting and measurement by (0.08%), as for the twelfth grade Counting skill by (0.90%), then measuring skill (0%). As a summary of the results and their discussion, the study made a number of recommendations, the most important of which are: Developing the activities of the Islamic education book for the eleventh and twelfth grades, which leads to addressing the shortcomings in including some of the scientific thinking skills that were clarified by the results of the study, such as: the skill of measurement and counting, and diversification in the activities of Islamic education books in different grades to include training in all scientific thinking skills.
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Arap-Maritim, Ezra K. "Concurrent Validity of the Twelfth Grade Internal Examinations." Perceptual and Motor Skills 66, no. 1 (February 1988): 159–64. http://dx.doi.org/10.2466/pms.1988.66.1.159.
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This study examined the concurrent validity of the teacher-made tests taken by 1794 Grade 12 students using raw scores on an external examination conducted by the Kenya National Examinations Council. Although internal examination scores were significantly correlated with scores on the standardized achievement test, the Kenya Certificate of Education, there were significant mean differences among schools. The data provide evidence for the validity of the internal examination as a measure of the same abilities as the Kenya Certificate of Education examination. Implications of this concurrent validity with respect to the quality of the school and the objectivity of the teachers' evaluation were discussed.
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Valanides, Nicolaos. "Cognitive Abilities among Twelfth‐grade Students: Implications for Science Teaching∗." Educational Research and Evaluation 3, no. 2 (January 1997): 160–86. http://dx.doi.org/10.1080/1380361970030204.
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Perwira, Susilo Adi. "Textbook Readibility Assessment of K13 English Textbook For Twelfth Grade." IJET (Indonesian Journal of English Teaching) 8, no. 2 (December 31, 2019): 38–47. http://dx.doi.org/10.15642/ijet2.2019.8.2.38-47.
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English textbook for twelfth grade of SMA which is published by Ministry of Education and Culture is a compulsory textbook which is based on national curriculum 2013 to support education in Indonesia. This study aims to investigate the readability level of the English textbook. It uses descriptive quantitative method to examine the readability of this book. The data are in the form of texts derives from transactional and interpersonal text, short functional text, reading text, instructional text inside the book. There are 180 data taken from those four texts. They are analyzed by using Miyazaki EFL readability formulae as a tool to measure the readability level whether it is suitable or not for twelfth grade students. According to Miyazaki EFL readability test, the easiest text from the book is in 5th grade and the hardest one is in post-school/university grade. But the most frequent grade appear in this book is in 8th and 9th grade which is 77 data (texts). The average of this book score is 63.2 which means it is suitable for 8th and 9th grade. This book is too easy for twelfth grade according to Miyazaki EFL readability test.
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Shope, Jean T., Laurel A. Copeland, Mary E. Kamp, and Sylvia W. Lang. "Twelfth Grade Follow-up of the Effectiveness of a Middle School-Based Substance Abuse Prevention Program." Journal of Drug Education 28, no. 3 (September 1998): 185–97. http://dx.doi.org/10.2190/ptv0-lrr9-8xgu-g120.
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A twelfth-grade follow-up afforded the opportunity to assess the long-term effects of substance abuse prevention delivered in sixth and seventh grades. A social pressures resistance skills curriculum implemented by classroom teachers had been evaluated with short-term positive results previously reported. Students completed self-administered questionnaires at sixth grade pre- and posttests, and at seventh and twelfth-grade posttests. Curriculum group students received lessons on alcohol, tobacco (cigarettes and smokeless), marijuana, and cocaine, which were later incorporated into the Michigan Model for Comprehensive School Health Education. This evaluation used data from 262 students who completed all four questionnaires and who received the complete two-year intervention or no intervention. Repeated measures analyses of variance demonstrated that significant effects evident at seventh grade for alcohol use and misuse, as well as cigarette, cocaine, and other drug use were generally not maintained through twelfth grade. Ongoing reinforcement of effective prevention is recommended.
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Chen, Ted T. L., and Alvin E. Winder. "When is the Critical Moment to Provide Smoking Education at Schools?" Journal of Drug Education 16, no. 2 (June 1986): 121–33. http://dx.doi.org/10.2190/9adf-32t2-u81w-m1pm.
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When is the critical moment to provide smoking education for public school students? This study is designed to address this problem. Five hundred and twelve students, sixth, ninth, and twelfth graders in the Northampton, Massachusetts school system were studied. Their responses to a sixty-two item questionnaire revealed that sixth grade is the optimal time to provide education for smoking prevention. Sixth graders are characterized by a relative absence of peer pressure, a relative lack of knowledge of the effects of smoking, unfamiliarity with their parents' attitudes toward smoking and evidence that many students in this grade intend to smoke within the next five years.
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Wang, Ze, Christi Bergin, and David A. Bergin. "Measuring engagement in fourth to twelfth grade classrooms: The Classroom Engagement Inventory." School Psychology Quarterly 29, no. 4 (December 2014): 517–35. http://dx.doi.org/10.1037/spq0000050.
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Dreyfus, Amos, and Zvi Roth. "Twelfth-grade biology pupils' opinions on interventions of man in nature: Agreement, indifference and ambivalence." Journal of Research in Science Teaching 28, no. 1 (January 1991): 81–95. http://dx.doi.org/10.1002/tea.3660280108.
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Utami, Budi, Sulistyo Saputro, Ashadi Ashadi, Mohammad Masykuri, and Sri Widoretno. "Critical thinking skills profile of high school students in learning chemistry." International Journal of Science and Applied Science: Conference Series 1, no. 2 (August 14, 2017): 124. http://dx.doi.org/10.20961/ijsascs.v1i2.5134.
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Critical thinking skill is the priority in the goals of education. In this case, the critical thinking has the higher process, such as analyzing, synthesizing, evaluating, drawing conclusion and reflecting which enables the individual to make the reasonable assessment both in the classroom and in the daily life. This research is aimed to determine the students’ critical thinking skill in learning Chemistry at senior high school. This research used descriptive method in which the instruments were developed based on the indicators of critical thinking skill. The population of this research was 100 students of tenth, eleventh and twelfth grade from senior high schools in Surakarta which was chosen using cluster random sampling technique. The result of the research shows that the students of tenth, eleventh and twelfth grade have adequate critical thinking skills.
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Krieg, John M., and Steven E. Henson. "The Educational Impact of Online Learning: How Do University Students Perform in Subsequent Courses?" Education Finance and Policy 11, no. 4 (October 2016): 426–48. http://dx.doi.org/10.1162/edfp_a_00196.
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Using a large student-level dataset from a medium-sized regional comprehensive university, we measure the impact of taking an online prerequisite course on follow-up course grades. To control for self-selection into online courses, we utilize student, instructor, course, and time fixed effects augmented with an instrumental variable approach. We find that students’ grades in follow-up courses can be expected to be nearly one twelfth of a grade point lower if the prerequisite course was taken online. These results are robust to self-selection into online courses and into subsequent course enrollment.
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Usidame, Bukola, Jana L. Hirschtick, Delvon T. Mattingly, Akash Patel, Megan E. Patrick, and Nancy L. Fleischer. "Sociodemographic Patterns of Exclusive and Dual Combustible Tobacco and E-Cigarette Use among US Adolescents—A Nationally Representative Study (2017–2020)." International Journal of Environmental Research and Public Health 19, no. 5 (March 3, 2022): 2965. http://dx.doi.org/10.3390/ijerph19052965.
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This study assessed the sociodemographic predictors of exclusive and dual use of the most frequently used nicotine/tobacco products, e-cigarettes, and combustible tobacco among adolescents. Cross-sectional data was from the 2017–2020 Monitoring the Future nationally representative study of eighth, tenth, and twelfth-grade students. We coded past 30 day nicotine/tobacco use into four mutually exclusive categories: no use, e-cigarette use only, combustible use (cigarette or cigar) only, and dual use (e-cigarette and combustible). We pooled the 2017–2020 data to examine the relationship between sex, race/ethnicity, parental education, and each product-use category using multinomial logistic regression, stratified by grade level. Among eighth (N = 11,189), tenth (N = 12,882), and twelfth graders (N = 11,385), exclusive e-cigarette use was the most prevalent pattern (6.4%, 13.2%, 13.8%, respectively), followed by dual use (2.7%, 4.5%, 8.9%), and exclusive combustible use (1.5%, 2.5%, 5.3%). eighth and tenth-grade adolescents whose highest parental education was a 4-year college degree or more had lower odds of exclusive combustible and dual use when compared to adolescents whose highest parental education was less than a high school degree. Research should continue to monitor the differential use of combustible tobacco products and e-cigarettes among adolescents from low socioeconomic status backgrounds or racial/ethnic minority households to inform ongoing and future interventions or policies.
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Galia Ali Abu Gattam, Galia Ali Abu Gattam. "The evaluation of the Arabic language book for the twelfth grade from the viewpoint of its teachers in Jordan: تقييم كتاب اللغة العربية للصف الثاني عشر من وجهة نظر معلميه في الأردن." مجلة العلوم التربوية و النفسية 5, no. 45 (November 30, 2021): 46–29. http://dx.doi.org/10.26389/ajsrp.q080621.
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The study aimed to evaluate the Arabic language type for the twelfth grade from the point of view of the subject teachers and to know the evaluation estimates for the teachers, as the researcher used the descriptive approach for its suitability for this type of study, and the sample of the study consisted of (61) teachers who filled out the questionnaire after it was published electronically. A questionnaire as a main tool for collecting data, and it was distributed electronically to the subject's teachers through various social media channels, in compliance with the prohibitions laws related to the Corona pandemic (COVID-19) that Jordan and the world was exposed to in 2020; Where the questionnaire included (30) items distributed to include three axes (educational content, educational activities, and evaluation questions), and the results of the study found that there were no statistically significant differences between the rate of evaluation of the Arabic language book for the twelfth grade from the point of view of its teachers in government schools of the Directorate The education of Qweismeh Brigade is attributed to the gender variable. or due to the variable of years of experience. The researcher recommended the necessity of holding training courses for new teachers to enable them to explain and give the Arabic language curriculum easily and conveniently for the twelfth grade, taking into account individual differences and encouraging self-learning among students in the educational activities received.
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Riandi, Muhammad Taufik, Wolly Candramila, and Titin Titin. "KELAYAKAN FLIPBOOK MATERI PERTUMBUHAN DAN PERKEMBANGAN KELAS XII SMA/MA DENGAN INFORMASI LAJU PERTUMBUHAN IKAN MAS (Cyprinus carpio L.) YANG DIBERI PAKAN BUATAN." EduNaturalia: Jurnal Biologi dan Kependidikan Biologi 2, no. 2 (May 27, 2022): 35. http://dx.doi.org/10.26418/edunaturalia.v2i2.46184.
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The research aimed to explain the feasibility of the flipbook as a learning medium for the Material of Growth and Development in the twelfth grade of SMA/ MA based on the growth rate observation of Cyprinus carpio L. with artificial feed. We used a descriptive method which consisted of two stages, namely instrument and learning medium validation. The instrument was validated by two validators who were lecturers in Study Program of Biology Education of Tanjungpura University (Untan). The flipbook medium was validated by five validators consisting of two lecturers from Study Program of Biology Education and three biology teachers from three different high schools in Pontianak City. The instrument sheet consisted of three aspects and twelve criteria. Data were analyzed using content validity ratio (CVR) and content validity index (CVI) by Lawshe (1975). The results of flipbook media validation showed that all criteria obtained a CVR value of 0.99, therefore, the CVI value obtained was also 0.99. So, it can be concluded that the flipbook is declared valid and can be used as a learning medium for the Material of Growth and Development in the twelfth grade of SMA / MA.
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Hill, Denise. "Research, Reflection, and Practice: The Mathematics Pathway for All Children." Teaching Children Mathematics 11, no. 3 (October 2004): 127–33. http://dx.doi.org/10.5951/tcm.11.3.0127.
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The results of the Third International Mathematics and Science Study (TIMSS) indicated that the mathematics performance of eighth-grade students in the United States declined notably when compared with the performance of fourth-grade students (United States Department of Education 1998). Student performance fell five positions from the seventh-ranked U.S. fourth graders to the twelfth-ranked U.S. eighth graders among the twenty-six countries that participated in the study. In response to the TIMSS results, many efforts have been made to reform school mathematics over the past decade, especially in grades 4 through 8.
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Triplett, William J. "Addressing Cybersecurity Challenges in Education." International Journal of STEM Education for Sustainability 3, no. 1 (January 1, 2023): 47–67. http://dx.doi.org/10.53889/ijses.v3i1.132.
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This study aimed to address the challenges of cybersecurity in education. As kindergarten through twelfth-grade education shifts to online and remote learning, educators and governments are increasingly vulnerable to the risks of cyberattacks and cybercrimes. This study focused on the strategies that institutions can employ to increase their students’ cybersecurity awareness and simultaneously motivate them to pursue cybersecurity as a career. To achieve the research objectives, a systematic review of ten studies was performed, and the results showed that game-based strategies were effective in increasing students’ awareness about cybersecurity and their interest in pursuing cybersecurity as a career. The study’s implications suggest that game designers and developers may want to develop advanced games that gauge students’ cybersecurity skills and ability to respond to aggressive forms of cyberattacks in addition to enhancing their knowledge of cybersecurity.
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Roth, Robert E., and Julio Perez. "Twelfth Grade Student Knowledge and Attitudes toward the Environment in the Dominican Republic: An Assessment." Journal of Environmental Education 20, no. 3 (April 1989): 10–14. http://dx.doi.org/10.1080/00958964.1989.9942783.
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Kadijevic, Djordje. "Impact of writing about mathematics in a humanistic context on mathematical self-concept: A twelfth-grade pilot study." Zbornik Instituta za pedagoska istrazivanja, no. 36 (2004): 122–28. http://dx.doi.org/10.2298/zipi0436122k.
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As one?s learning results from a complex interplay among his/her cognitive metacognitive and affective domains, the last of which determines the global context where cognition takes place monitored and controlled by metacognition, the learning outcomes may primarily be interpreted in affective terms. Having in mind a strong positive relation between mathematical self and mathematical achievement as well as that a humanistic approach to mathematics teaching/learning would promote higher mathematical self, this study examined whether writing about mathematics in a humanistic context influences mathematical self. This question was answered by comparing mathematical self of twelfth-grade gymnasium (high-school) students who wrote their matura works on mathematical themes (N = 10) with that of their classmates who did that in other subjects (N = 72). A higher mathematical self was found for these ten students, which may be commented with "those who chose to write matura works in mathematics were simply those with higher mathematical self and the writing contributed nothing to the outcome". The values of other control variables measured in grades 9-12 evidence that it is more likely that this finding was influenced by the treatment.
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Sukying, Apisak, and Worakrit Nontasee. "The Acquisition Order of Vocabulary Knowledge Aspects in Thai EFL Learners." World Journal of English Language 12, no. 5 (June 9, 2022): 306. http://dx.doi.org/10.5430/wjel.v12n5p306.
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The present study explored vocabulary knowledge as a multi-aspect construct by examining the acquisition order of different vocabulary aspects and the relationships between these aspects. A battery test of receptive and productive vocabulary aspects, based on Nation’s (2013) framework, was administered to 156 Thai EFL learners in tenth (n = 84) and twelfth (n = 72) grades. Two different grades of Thai EFL learners were used to better describe the vocabulary acquisition process. The results indicated that scores on the tests assessing receptive knowledge of an aspect were higher than scores on the productive knowledge tests, for both grades. However, overall, the twelfth-grade learners performed better than the tenth-grade learners. The findings also revealed significant correlations between knowledge of the different aspects. Furthermore, the Implicational Scaling (IS) analysis revealed that the two grades had distinct implicational patterns of vocabulary aspects. These results provide empirical evidence for the vocabulary acquisition pattern. The results also suggest that vocabulary knowledge is an incremental learning process and that exposure to vocabulary knowledge has positive effects on vocabulary acquisition.
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Malkawi, Amal Reda, and Ebtesam Qassim Rababah. "Jordanian twelfth-grade science teachers’ self-reported usage of science and engineering practices in the next generation science standards." International Journal of Science Education 40, no. 9 (April 11, 2018): 961–76. http://dx.doi.org/10.1080/09500693.2018.1460695.
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GRINAGE, JUSTIN. "Endless Mourning: Racial Melancholia, Black Grief, and the Transformative Possibilities for Racial Justice in Education." Harvard Educational Review 89, no. 2 (June 1, 2019): 227–50. http://dx.doi.org/10.17763/1943-5045-89.2.227.
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In this article, Justin Grinage investigates how black youth experience and contest racial trauma using racial melancholia, a psychoanalytic conception of grief, as a framework for understanding the nonpathologized endurance of black resistance to racism. Examining data from a yearlong ethnographic study, Grinage engages the notion that melancholia is needed for mourning to take place, a crucial distinction that engenders agency in relation to the constant (re)production of racial oppression in the lives of five black twelfth-grade students at a multiracial suburban US high school. Grinage illustrates how racial melancholia structures racial trauma and analyzes its effects on black identity, dismissing pathologizing definitions of racial injury while centralizing the importance of asset-based, healing-centered approaches for enacting racial justice in education.
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White, Charles S. "Developing Information-Processing Skills through Structured Activities with a Computerized File-Management Program." Journal of Educational Computing Research 3, no. 3 (August 1987): 355–75. http://dx.doi.org/10.2190/mj4b-mh97-rr32-yf29.
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Considerable attention has been focused recently on the development of thinking skills among pre-college students. Advocates of computer-based education have suggested that computerized file-management programs can enhance thinking skills, especially those involving the identification, retrieval, organization and evaluation of information required for effective problem solving. Employing a randomized block design, a two-treatment experiment to test this claim was devised, involving fourteen paired classrooms and 665 seventh- through twelfth-grade students. The treatments and treatment materials were adapted from commercially produced social studies curriculum data bases. The computer-using/structured-activities treatment group achieved significantly higher mean scores than the non-computer-using/non-structured-activities group on a 14-item power test of selected information-processing skills (effect size = .27). The difference persisted when verbal ability and grade level were controlled. Suggestions for further research are proposed, and implications for instructional methodology, curriculum development, and conceptions of pre-college computer literacy are discussed.
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Rahim, Mohammad Naim, Tawos Mohammadi, and Aminuddin Hashemi. "A Critical Evaluation of the Twelfth Grade English Language Textbook for Afghanistan High Schools." Elsya : Journal of English Language Studies 3, no. 2 (June 27, 2021): 67–77. http://dx.doi.org/10.31849/elsya.v3i2.6295.
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Since textbook evaluation is a prominent task for educational development, hence, the study is motivated to extend the ideas towards the best of English as a foreign language teaching in high schools. Globally, the English language is taught aligned with 21st century skills, yet textbooks are lacking some of these skills and approaches in Afghanistan. Therefore, the study applied a mixed-method to critically evaluate the 12th grade English language textbook of high schools in Afghanistan. The data is collected using an adopted textbook evaluation checklist and a Likert-Scale ranging from “Poor” to “Excellent”. Content analysis is used to interpret and describe the meaning qualitatively from the number scale of the item in the checklist. Likert-Scale is also analyzed separately through SPSS. The results show that the aims of the course did not correspond closely to the aims of the teaching program and the needs of the learners in the textbook. However, the layout of the textbook is clear, and the students can find their way if an individual study is intended. In terms of the skills, the textbook stated that it covers all four skills of language learning, but the evaluation indicates a considerable focus on reading, grammar, and vocabulary. In conclusion, the study highlighted that the textbook requires to be updated to be focusing more on topic contents related to the needed skills and to make it more user-friendly. This contributes to promoting textbook development in the Ministry of Education and provides an in-depth understanding of the current status of the available textbooks in the high schools of Afghanistan.
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Shuster, Catherine. "Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002." education policy analysis archives 20 (January 30, 2012): 3. http://dx.doi.org/10.14507/epaa.v20n3.2012.
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Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics, twelfth grade GPA, or school completion. Standards-based exams are a positive predictor of dropping out of school but lose their predictive power once GED recipients are coded as completing school. Exit exams do not affect GED seeking and acquisition. When exit exams are disaggregated by type and students are sorted by ninth grade GPA quartiles, end-of-course exams have some negative effects on mathematics test score gains. Students in the bottom two quartiles see reduced test score gains of 28% and 29% of a grade level equivalency (GLE). These effects disappear when students in North Carolina are coded as taking a different type of exam. Standards-based exams had a small positive effect, about 37% of a GLE, on the top quartile of students. Overall, the findings showed no results for school completion and mixed results for test score gains. The article concludes that policymakers looking to boost high school achievement would be better served by working to boost student accomplishments before high school.
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Farkas, George. "Racial Disparities and Discrimination in Education: What Do We know, how Do We Know It, and What Do We Need to Know?" Teachers College Record: The Voice of Scholarship in Education 105, no. 6 (August 2003): 1119–46. http://dx.doi.org/10.1177/016146810310500606.
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This paper reviews what we have learned about racial discrepancies in education, with particular attention to those that might be attributable to discrimination. Empirical studies have found that, on average, African American, Latino, and American Indian children arrive at kindergarten or first grade with lower levels of oral language, prereading, and premathematics skills, as well as lesser general knowledge, than that possessed by White and Asian American children. African American, Latino, and American Indian children are also reported to display behaviors less well suited to the school's learning environment. It has been estimated that at least half, and probably more, of the Black-White gap in twelfth-grade academic achievement would be eliminated if we could eliminate the Black-White performance gap at school entry. The remainder of the performance gap occurs during grades one through twelve. It is here that researchers have looked for discrimination by teachers and school administrators. In particular, they have looked for curricular track placements that, adjusting for prior performance, are disadvantageous for ethnic minority students. They have also looked for the possibility that teachers hold lower expectations for, and are less encouraging to, minority students. The evidence on these matters is mixed. It is suggested that, with the cooperation of school administrators and teachers, district-specific studies of these issues might be undertaken, using both local administrative data and participant-observational methods.
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Ahlawat, Kapur S., and Elias Baydoun. "Influence of Rural and Urban Environments on the Health Outlook of Twelfth Grade Students in Jordan." International Quarterly of Community Health Education 9, no. 2 (July 1988): 151–71. http://dx.doi.org/10.2190/297h-92c7-efln-bvbb.
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Using a sample of 312 grade twelve male and female students from rural and urban area schools in Jordan, the influence of rural and urban sociological environments on their health outlook was explored. The concept HEALTH was evaluatd on sixteen Semantic Differential scales. MANOVA and univariate F-tests revealed different effects of rural and urban environments on each gender. There were statistically significant ( p < .00) sex differences in the urban school students but not in the rural school students. Also there were statistically significant ( p < .03) environmental effects on the female students but not on the male students. In general urban female students held brighter perspectives of health than did urban male as well as rural female students. Between the males, rural students tended to show sunnier outlook toward health than did their urban cohorts but the differences were not statistically significant at alfa = .05 level. Implications for the development of health education curricula and public health programs were discussed.
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Adeyanju, Matthew. "Predicting Adolescent Blood Pressure: Implications for Health Education Practice." International Quarterly of Community Health Education 9, no. 3 (October 1988): 187–208. http://dx.doi.org/10.2190/9lr2-r83c-5fm7-w2jd.
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The study was set up to potentially determine if a stepwise multiple regression model composed of such factors as sociodemographics, attitudes, and behaviors in combination with selected biomedical measures can be used to predict adolescent at risk health conditions such as hypertension and to examine the implications for health education practice. The study population consisted of 650 ninth grade (14–16-year-old) students in the baseline survey (1981) and 606 twelfth grade students in the final survey of 1985. Data collected included clinical measures of height, weight, triceps skinfold thickness, blood pressure, body mass index (BMI), resting pulse, and percent ideal body weight (PIBW). Self-reported health behaviors, attitudes, and sociodemographic variables were also assessed. Principal factor analysis with varimax rotation was employed to determine the grouping of the behavioral/attitudinal test items. Stepwise multiple regression analysis was used to determine the variables' potentials as predictors of blood pressure in adolescents. Significant potential predictors of male diastolic blood pressure included smoking, alcohol intake habits, obesity, pulse, race, age and parents' socioeconomic status; while predictors for the females focused on smoking, alcohol intake habits, stress, obesity, pulse and race. Potential indicators for male systolic blood pressure were smoking, alcohol habits, weight, height, race, parent's socioeconomic status; while smoking, alcohol habits, stress, obesity, pulse and race for the females. Community health promotion, prevention and educational programs directed at these potential predictors need to be implemented to encourage healthful lifestyles in the younger generation.
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Norris, Charles E. "Factors Related to the Validity of Reproduction Tonal Memory Tests." Journal of Research in Music Education 48, no. 1 (April 2000): 52–64. http://dx.doi.org/10.2307/3345456.
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The purpose of this investigation was to acquire data regarding the validity of reproduction tonal memory tests by examining the relationships between performances on an existing reproduction tonal memory test and performances on several recognition tonal memory tests. Analysis of 210 fifth- through twelfth-grade students' scores on one reproduction test and four recognition tests of tonal memory revealed moderate relationships (r = .47 to .66) between the two types of tests. Stepwise multiple regression revealed a moderately strong predictive relationship between a combination of three recognition measures and the reproduction test (R = .73, R2 = .53). Little change was noted in the relationship between the two types of tests with regard to singing experience. Although the reproduction tonal memory test was tentatively deemed a valid measure, the following additional research and analysis was suggested: (a) continued consideration of gender, ability, and total musical experience as they affect overall validity, and (b) the creation of a more reliable recognition test alternative.
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Prihanto, Hendi, and Watriningsih Watriningsih. "ANALYSIS OF PUBLIC PERCEPTION AND INTEREST IN THE DECISION TO CHOOSE ACCOUNTING MAJOR." JURNAL AKUNTANSI BERKELANJUTAN INDONESIA 1, no. 1 (May 31, 2018): 193. http://dx.doi.org/10.32493/jabi.v1i1.y2018.p193-202.
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This study aims to find out the influence of public perception and interest on the decision to choose accounting major. The population of the study is high schools in Kebayoran Baru. The data is collected using clusters in South Jakarta. The data is obtained by distributing questionnaires to the students in twelfth grade who will continue their study to higher education. This study applies quantitative method with causal relationship to determine the influence of the independent variables (perception and interest) on the dependent variable (public decision to choose accounting department). Research findings show that the perception and interest partially influence the decision to choose in positive and significant manner.
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Prihanto, Hendi, and Watriningsih Watriningsih. "ANALYSIS OF PUBLIC PERCEPTION AND INTEREST IN THE DECISION TO CHOOSE ACCOUNTING MAJOR." JURNAL AKUNTANSI BERKELANJUTAN INDONESIA 1, no. 2 (June 6, 2018): 193. http://dx.doi.org/10.32493/jabi.v1i2.y2018.p193-202.
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This study aims to find out the influence of public perception and interest on the decision to choose accounting major. The population of the study is high schools in Kebayoran Baru. The data is collected using clusters in South Jakarta. The data is obtained by distributing questionnaires to the students in twelfth grade who will continue their study to higher education. This study applies quantitative method with causal relationship to determine the influence of the independent variables (perception and interest) on the dependent variable (public decision to choose accounting department). Research findings show that the perception and interest partially influence the decision to choose in positive and significant manner.
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Marks, Gary N., and John Cresswell. "State Differences in Achievement among Secondary School Students in Australia." Australian Journal of Education 49, no. 2 (August 2005): 141–51. http://dx.doi.org/10.1177/000494410504900203.
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A number of recent national studies of student achievement in secondary school have reported differences between the Australian states and territories. State differences are often viewed as insubstantial or as simply reflecting sociodemographic factors, or differences between the states in the grades or ages of the students sampled. In this article, we show that state differences are larger than generally assumed and cannot be attributed to socioeconomic and demographic factors. Generally, student achievement in reading, mathematics and science are higher in New South Wales than the other states, once demographic and grade differences are taken into account. Of concern, is the increased likelihood that students from Queensland, Victoria and Tasmania have in only reaching the lowest OECD proficiency level in reading. We conclude that state differences are meaningful and do have policy implications.
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Aladsani, Hibah, Ahlam Al-Abdullatif, Manal Almuhanna, and Azza Gameil. "Ethnographic Reflections of K–12 Distance Education in Saudi Arabia: Shaping the Future of Post-Pandemic Digital Education." Sustainability 14, no. 16 (August 11, 2022): 9931. http://dx.doi.org/10.3390/su14169931.
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The health, social, and economic challenges we have faced have contributed to the improvement of educational styles and learning environments. Globally, the reflections of COVID-19 have contributed to the re-perception of the future of education and the anticipation of new scenarios. This qualitative study aims to deeply examine and understand the repercussions of distance education—specifically K–12 education (kindergarten to twelfth grade) during the pandemic in Saudi Arabia—and, with the findings, build anticipated scenarios for future post-pandemic digital education. This study adopts an ethnographic approach to investigate the cultural perspectives of those whose education was and has been greatly affected by this transition. Qualitative large-scale data (comprising 36 observations, 387 individual interviews, and 177 focus groups) were collected for 7 months in 2021 from 600 participants, all of whom were connecting in various ways to the K–12 educational system and varied by gender, age, profession, and academic degree. The findings were categorized into four themes: (1) educational outcomes, (2) teaching landscape, (3) parental involvement, and (4) societal and life aspects. The findings are discussed in a style that presents the most crucial aspects that we must consider for anticipated scenarios of future post-pandemic education. Each presents critical implications for teachers, students, parents, researchers, and educational authorities.
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Campbell, Coral, Georgina Herbert, and Ian Robottom. "Researching a Whole-Year EE Program: Some Methodological Issues." Australian Journal of Environmental Education 19 (2003): 27–36. http://dx.doi.org/10.1017/s0814062600001440.
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AbstractA P-12 school in regional Victoria has an environmental theme throughout its Year Four program with classes located in a purpose-built Environmental Centre in a separate location within the school's grounds. We report here on a one-year case study of the grade four thematic integrated curriculum at the school. We reflect on and describe some of the methodological issues that arose during the interviews, direct observations, photography and video-recording. Some of the practical considerations associated with case-study methodology will be discussed. The paper concludes with a summary of emerging substantive issues and a prospective view to further research.
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Damayanti, Rosma Nofi, Putri Kamalia Hakim, and Totoh Tauhidin Abas. "EFL STUDENTS’ MOTIVATION IN ENGLISH SPEAKING CLASS AT THE TWELFTH GRADE OF SENIOR HIGH SCHOOL DURING COVID-19 PANDEMIC." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 322. http://dx.doi.org/10.22460/project.v5i2.p322-333.
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Learning speaking skill is one of the important components for mastering English skills of EFL students, including Indonesian students. However, this learning process is not easy to do, because English in Indonesia as a foreign language and also difficult to do in the current COVID-19 pandemic situation. This has an effect on students' motivation in learning to speak English. Motivation has an important role in the success of learning speaking foreign languages including English. The purpose of this study is to analyze the motivation of EFL students in English speaking class during COVID-19 pandemic based on Gardner's theory and to analyze the difficulties in speaking English that will affect students' motivation. This study was conducted at a senior high school in Bekasi, Indonesia. The participants consisted of eight students in twelfth grade. The research design in this study used a case study. Data was collected through observation, focus group discussion (FGD), and documentation. Observation and FGD was carried out via Zoom meeting. The data analysis used is thematic analysis. The result of this study is the students have instrumental and integrative motivation. However, students are motivated more instrumentally than integratively. The most students are instrumentally motivated for future interests such as as get a better job, continuing education, and to achieve success in the future. Then, many students experience difficulties in pronunciation and grammar which can influence their motivation in speaking English. This study has limitations, because the participants only consisted of eight students from twelfth grade. Keywords: EFL Students, Motivation, Speaking
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Mai, Yuhua, Yangyi Qian, Linshen Li, and Haihang Lan. "THE CONCEPTUAL STRUCTURE OF CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY SCHOOL STUDENTS: EVIDENCE FROM FACTOR ANALYSIS." Journal of Baltic Science Education 20, no. 1 (February 5, 2021): 80–92. http://dx.doi.org/10.33225/jbse/21.20.80.
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This research aimed to explore the conceptual structure of chemical equilibrium in upper-secondary school students using factor analysis. Research on chemistry education has shown that chemical equilibrium is an important but difficult-to-understand topic. Exploring the conceptual structure of chemical equilibrium among students will help chemistry researchers and educators to conduct more targeted teaching practices. Based on a survey of chemistry research and teaching practice experts, a high-quality concept pool composed of 24 relevant concepts was developed. Next, a survey involving a total of over 700 twelfth-grade students from five upper-secondary schools was conducted, and a factor analysis was utilized to determine the conceptual structure. The results showed that a three-factor model and a five-factor model with 15 relevant concepts were all accepted as the conceptual structure for students. The new form of conceptual structure in this research helps understand the features and categories in students’ latent organization of concepts. Also, it may be revealed that factor analysis can be utilized as an approach to exploring students’ conceptual structure. Keywords: chemical equilibrium, chemistry education, conceptual structure, factor analysis
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Borisova, Tanya. "DIDACTIC PARAMETER OF LANGUAGE LITERACY IN THE BULGARIAN SECONDARY SCHOOL." CBU International Conference Proceedings 5 (September 23, 2017): 558–61. http://dx.doi.org/10.12955/cbup.v5.984.
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This article summarizes the main conclusions about the state of reading literacy of students in the same class in a Bulgarian school and the correspondence between the international criteria for establishing reading literacy of the students. A study, based on the longitudinal method, outlining the didactic parameters of reading literacy in the Bulgarian school was conducted. Emphasis is placed on the needed changes regarding overcoming the problems in the education in reading literacy of Bulgarian students, its limits and variety in its improvement; the correlations which exist between the results of the national external assessment (NEA) of the students in the subject of Bulgarian language and literature of the fourth, seventh and twelfth grade.
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Mukhairiyah, Isti, Ratna Sari Dewi, and Wika Hardika Legiani. "The Effect of Youth Education on Student Discipline in State Vocational High School 5 Tangerang Regency." QISTINA: Jurnal Multidisiplin Indonesia 1, no. 2 (December 25, 2022): 117–28. http://dx.doi.org/10.57235/qistina.v1i2.201.
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This research was conducted with the aim of determining the influence of youth education on student discipline at State Vocational High School 5 Tangerang Regency, the application of youth education in schools, as well as violations after students have attended youth education carried out at State Vocational High School 5 Tangerang Regency, with the existence of youth education is expected to provide benefits to the development of science in the education section, especially regarding the enforcement of learner discipline. The type of research conducted by the author is quantitative research research, the population in this study is students of State Vocational High School 5 Tangerang Regency while the sampling technique uses the Slovin formula. In this study, researchers will take random samples with experimental classes that have implemented youth education, namely eleventh grade (XI) and twelfth grade (XII) while tenth grade (X) is a control class because they have not attended youth education. The data retrieval technique uses a questionnaire with a 5-point Likert scale and the data is processed and analyzed with statistical techniques using the SPSS version 26 program application. After the test results obtained a Sig. value of 0.000 0.05 and a calculated t value of 142.294 t table 0.67700, it can be decided that there is an influence of independent variables on the dependent. The magnitude of the influence of the experiment variable 0.952 x 100 = 95.2 % is influenced by the variable X, and the comparison variable or control class calculation 0.562 x 100 = 56.2%. This proves that there is a significant influence between youth education on student discipline at State Vocational High School 5 Tanagerang Regency.
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Vargas, Tiffanye M., Margaret M. Flores, and Robbi Beyer. "Coaching Athletes with Hidden Disabilities: Research and Recommendations for Coaching Education." Journal of Coaching Education 4, no. 2 (August 2011): 102. http://dx.doi.org/10.1123/jce.4.2.102.
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Athletes with high incidence disabilities (specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities and speech/language disabilities) make up 10% of the population of children in kindergarten through twelfth grade. Since these disabilities are not physically apparent, there difficulties may be overlooked or athletes may be mistakenly labeled as unmotivated, lazy, oppositional or defiant. These deficits can be remediated and compensated through the use of research-validated strategies and instructional methods. However, while these methods and strategies are often included in teacher preparation, they rarely, if ever, are included in coaching-preparation. Therefore, the purpose of this hour long interactive lecture is twofold and 1) seeks to review the coaching education research on hidden disabilities, including coaches’ attitudes and efficacy towards working with athletes with hidden disabilities, coaching educators attitudes towards the inclusion of such content within coaching education, and coaches’ preferences for how to receive this information, and 2) to illustrate teaching strategies and techniques that can successfully be incorporated into coaching education. Presenters will use discussion, activities, and research to introduce this new area to coaching education to coach educators and sport scientists/high performance directors.
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Şeker, Gürcan. "Examining Career and Academic Outcome Expectations of Turkish High School Students." Journal of Educational Issues 6, no. 2 (October 3, 2020): 204. http://dx.doi.org/10.5296/jei.v6i2.17532.
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This study aimed to examine career and academic outcome expectations of high school students. Data of the research designed in the survey model were collected from 695 students attending ninth to twelfth grades of high schools that offer academic and vocational education in city center of Niğde in the Central Anatolian Region of Turkey in the academic year of 2018-2019. 56% of the participants are female and 44% are male. The measures used in the research are academic outcome (5 items) and career outcome (4 items) expectation subscales of the Career Outcome Expectations and Exploration Intentions Scale developed by Betz and Voyten (1997) and adapted into Turkish language by Büyükgöze-Kavas (2011) and the Personal Information Form developed by the researcher. Independent groups t-test and one-way ANOVA analysis techniques were utilized in data analysis. It was found in the data analysis that high school students’ scores of career and academic outcome expectations differed significantly by gender, type of school, and grade level. While girls were found to have higher mean scores of career and academic outcome expectations than boys, the students of Anatolian High School that provides academic education had higher mean scores of career and academic outcome expectations than the vocational high school students. Furthermore, ninth-grade students were found to have higher mean scores of career and academic outcome expectations than other grade levels.
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Badr, Haytham M. "Critical Analysis and Evaluation of the UAE Twelfth Grade Students’ Language Instructional Material Based on the Set Goals and Objectives." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 239. http://dx.doi.org/10.17507/jltr.1002.04.
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Textbook is in the heart of any language teaching and learning program as it relieves some pressure placed on teachers’ shoulders, provides students with a sense of progress and cohesion as well as providing education systems with the main structure by which they work and function. Therefore, great attention is paid to this critical area of research by syllabi developers and designers in addition to educationalists, scholars and researchers as a way to improve second language teaching and learning. One of main areas that concerns with the development of textbooks is to evaluate such textbooks to meet students’ needs in accordance with the intended goals and objectives. The current research focuses on evaluating the UAE twelfth grade students’ language textbook to check its compatibility, in terms of layout, topic and design, with the goals and objectives as set by the UAE educational process’s decision makers. Some recommendations for the effective use of the current instructional material as well as some suggestions for future research are provided.
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Mai, Yuhua, Yangyi Qian, Haihang Lan, and Linshen Li. "STUDENTS’ CONCEPT ORGANISATION REGARDING CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY EDUCATION: BASED ON REACTION TIME TECHNIQUE." Journal of Baltic Science Education 20, no. 3 (June 5, 2021): 443–55. http://dx.doi.org/10.33225/jbse/21.20.443.
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Chemical equilibrium is so important domain knowledge in chemistry that the corresponding organisation of concepts in students has been an interesting but unsolved issue. A deeper understanding of how students organise the relevant concepts in long-term memory is beneficial to develop more targeted teaching practices. This research utilized the reaction time technique as a new approach to exploring upper-secondary school students’ organisation of concepts regarding chemical equilibrium. A category judgment task involving 247 Chinese twelfth-grade students from two upper-secondary schools was conducted. The results showed that a significant difference was between the reaction time of concept dimensions. The mean reaction time of the dimension ‘reversible reaction’ was the shortest, but the dimension ‘representation of state’ had the longest mean reaction time. Next, there was no significant difference in the organisation of concepts between students studying chemistry at different levels of academic achievement. These findings provide a new and essential picture to deeply understand the organisation of concepts regarding chemical equilibrium and help focus on the relations between some relevant concepts. This research represents that the reaction time technique can be utilized in the research on organisation of science concepts. Keywords: category judgment task, chemical equilibrium, organisation of concepts, reaction time
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Sungur, Hasan. "How is the Origin of the Cold War Depicted in Turkish History Textbooks?" European Journal of Educational Research 10, no. 3 (July 15, 2021): 1411–21. http://dx.doi.org/10.12973/eu-jer.10.3.1411.
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<p style="text-align: justify;">The primary purpose of this article is to analyze how the origin of the Cold War is represented in Turkish history textbooks for general secondary school education for the twelfth grade. The author examined three history textbooks, which are only approved by the Ministry of National Education (MoNE) for teaching the course of Contemporary Turkish and World History. This research applied content analysis, including narratives and visual interpretation of the origins of the Cold War, and also the events regarding the emergence of Soviet Bloc and Western Bloc in high school history textbooks in Turkey. Findings indicate that treatments of the origin of the Cold War in Turkish history textbooks are remarkably similar in many ways. The traditional approach of the origin of the Cold War, which depicts the Soviet Union as an aggressive power whose primary purpose was to expand Communism to the world, constitutes the dominant narrative in Turkish history textbooks. The representation of the United States is very positive. All textbooks underline that the United States played a crucial role in solving many problems in many different parts of the world to prevent the expansion of Communism.</p>
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Mata, Maria de Lourdes, Vera Monteiro, and Francisco Peixoto. "Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors." Child Development Research 2012 (October 4, 2012): 1–10. http://dx.doi.org/10.1155/2012/876028.
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This paper aims to understand how certain different but interrelated variables such as background, motivation, and social support could lead to an explanation of student attitudes towards math and to an understanding of the defining characteristics of these attitudes in the school environment. Participants consisted of 1719 Portuguese students, from fifth-to-twelfth grade. The study utilizes an adaptation of the “Intrinsic Motivation Inventory” assessing main determinants of intrinsic motivation. One section of the questionnaire—“In my Math Class”—also assesses student perceptions of teacher and peer support as well as student attitudes. The results revealed that, in general, students held positive attitudes towards mathematics and also highlighted the main effects of grade and math achievement on these attitudes. No gender effect was identified although the girls showed a continuous decline in attitudes the further they progressed in school. A hierarchical analysis using structural equation modeling showed that motivation-related variables are the main predictors of attitudes towards mathematics and that teachers and the social support of peers are also highly significant in understanding these attitudes.
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Pennington, Colin G., Matthew D. Curtner-Smith, and Stefanie A. Wind. "Influence of a physical education teacher’s perceived age on high school pupils’ perceptions of effectiveness and learning." European Physical Education Review 26, no. 1 (December 5, 2018): 22–35. http://dx.doi.org/10.1177/1356336x18816342.
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Few studies have focused on the issues older physical education (PE) teachers encounter which may limit their effectiveness. The purpose of this study was to examine the influence of a PE teacher’s apparent age on high school pupils’ learning and perceptions of the teacher. Participants were 114 ninth, tenth, eleventh, and twelfth grade pupils. They were randomly assigned to watch one of two virtually identical filmed swimming lessons taught by the same teacher. In the young-appearance lesson, the teacher taught as his normal and relatively youthful self. In the middle-aged lesson (MAL), his appearance had been aged by a theatrical makeup artist. Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a questionnaire asking them about their perceptions of the teacher. Inferential statistical tests indicated that the pupils who watched the MAL perceived the teacher more favorably. Performance on the content examination was similar for pupils who watched either film. These findings provided support for a psychological/developmental explanation of how and why pupils respond to and learn from PE teachers of different ages.
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Tsaparlis, Georgios. "HIGHER AND LOWER-ORDER THINKING SKILLS: THE CASE OF CHEMISTRY REVISITED." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 467–83. http://dx.doi.org/10.33225/jbse/20.19.467.
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This work analyses students’ failure in the 2019 Nationwide Chemistry Examination in Greece, which concerns secondary education graduates, competing for admission to higher education Greek institutions. The distinction of thinking skills into higher and lower order (HOTS and LOTS) is used as a theoretical tool for this analysis. The examination included several questions that contained HOTS elements that had been unusual in previous examinations. This led to a decrease in overall student performance but better discrimination between outstanding and good students. Based on two samples of examination papers, corresponding to very similar subsets of the student population, the 2018 and 2019 examinations are compared, and the individual 2019 questions are evaluated. It was found that section B of the 2019 examination paper (which included contexts unfamiliar to the students, and for which, a large effect size between 2018 and 2019 was calculated) may have caused the large drop. An important link is established between the 2019 low performance and the HOTS and LOTS features of the questions, and the role or non-role of algorithmic calculations is examined. In addition, the critical opinions of chemistry teachers are provided, with a consensus emerging in favour of connecting chemistry with everyday life. Keywords: chemistry examinations, higher-order cognitive skills, higher-order thinking skills, student assessment, twelfth-grade chemistry.
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Pifer, Linda K. "The development of young American adults' attitudes about the risks associated with nuclear power." Public Understanding of Science 5, no. 2 (April 1996): 135–55. http://dx.doi.org/10.1088/0963-6625/5/2/004.
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Young American adults' assessment of the risks associated with nuclear power was examined by using data from the Longitudinal Study of American Youth (LSAY). A structural equation model was estimated using LISREL8 to examine the development of young adults' attitudes toward nuclear power. Many factors that have been associated with general attitudes toward science and technology were found to have no effect on young adults' assessment of the risks of nuclear power. Science achievement, academic science attitudes, and enrolment in high school and college science courses were found to have no effect on young adults' attitudes. Twelfth grade students who believed that the risks of nuclear power were relatively low were more likely to hold the same beliefs as young adults. Plans to have a career in science, mathematics, or engineering in grade twelve had the second greatest total effects, while gender's total effects were nearly identical in magnitude. Partisan identification had the fourth greatest total effects on attitudes about the risks of nuclear power. Peer science push, parent college push, parent science push, and parent education had lesser, but significant effects on the attitudes of young adults about the risks of nuclear power.
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Aydin, Abdullah, and Cahit Aytekin. "Teaching Materials Development and Meeting the Needs of the Subject: A Sample Application." International Education Studies 11, no. 8 (July 6, 2018): 27. http://dx.doi.org/10.5539/ies.v11n8p27.
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It has been determined that the drawings, photographs and pictures related to the subject of the continuity of the tangent function on page 68 of the Ministry of National Education’s twelfth-grade mathematics textbook contradict principles 1, 7 and 10 of Yanpar’s (2007) teaching material development principles. According to these principles, teaching materials should: i) be simple, plain, and understandable, ii) reflect real life as much as possible, and iii) be easy to develop or revise, if necessary. This study aims to develop a portable tangent bridge model to meet the needs of the subject of the continuity of the tangent function. With this aim: i) teaching with the analogies model in the design of the teaching material, ii) “this is my project” format in the development and iii) Yanpar’s (2007) principles were considered. The design of the model lasted 14 weeks. At the end of the study, a portable tangent bridge model from waste products was designed and developed. This model is thought to contribute to the teaching effectiveness of teachers (Shulman, 1987) with content knowledge alongside with pedagogical knowledge (Shulman, 1986). With this contribution, the needs of the subject as described by Taba (1962) and Tyler (1949) will be met. This model will also serve as an example of meeting the needs of the subjects of knowledge and its product, technology, as highlighted by Cahit Arf (Terzioglu &Yilmaz, 2006).
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O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.
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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.
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Levine, Tamar, and Smadar Donitsa-Schmidt. "Commitment to Learning: Effects of Computer Experience, Confidence and Attitudes." Journal of Educational Computing Research 16, no. 1 (January 1997): 83–105. http://dx.doi.org/10.2190/qq9m-4yg0-pxy2-hmmw.
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Based on attitude-behavior theory which suggests that beliefs about an object lead to an attitude toward it, and that attitudes are an important precursor of behavior, this study proposes a causal model relating measures of computer-experience (degree of computer use at home and in school), computer-related attitudes (dispositions concerning the computer as an important, interesting, educational, and stereotypical tool), computer-related confidence (degree of confidence when using a computer), and commitment to computer learning (difference between self-perceived current level of computer-application knowledge and perceived level of desired knowledge). The model hypothesizes that computer experience positively affects perceived computer self-confidence and computer related attitudes. The model further hypothesizes that computer attitudes and computer confidence reciprocally affect one other in a positive way, and that both positively affect commitment to computer learning. Questionnaires were administered to 309 seventh to twelfth grade students. The theoretical model was tested by structural equation analysis (LISREL). Contrary to prediction, when attitudes were held constant, computer confidence was found to have a negative effect on commitment to learning. All other causal effects, including reciprocity were confirmed. The contribution and relevance of these findings to future educational research are discussed.
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Anggraeny, Eka, and Somruedee Khongput. "TEACHERS’ PERCEPTIONS AND PRACTICES OF CRITICAL THINKING INSTRUCTION IN INDONESIAN SENIOR HIGH SCHOOLS: A CASE STUDY." TEFLIN Journal: A publication on the teaching and learning of English 33, no. 1 (May 12, 2022): 1. http://dx.doi.org/10.15639/teflinjournal.v33i1/1-26.
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This study investigated how Indonesian teachers perceived and incorporated critical thinking concepts in English language classrooms. A case-study approach was set out to investigate teacher’s perceptions and practices of critical thinking in teaching English language to twelfth-grade students in Jambi Province, Indonesia. Semi-structured interviews, classroom observation, and stimulated-recall interviews were employed to collect data from six teachers in six different senior high schools. The semi-structured interview data were categorized and reported descriptively. Hennessy et al.’s (2016) Scheme for Educational Dialogue Analysis was adopted to analyze classroom observation data, and stimulated-recall interview data were analyzed as supplemental data. The findings show that teachers perceived skills, disposition, and knowledge as key attributes of critical thinking, and active learning activities were valued more than passive learning to promote students’ critical thinking. This study also reveals that all teachers employed various teaching strategies to encourage students’ critical thinking at a certain level. The findings imply that a professional development program that better equips teachers with understanding of critical thinking concepts and more teaching strategies should be urgently designed in order to produce critical global citizens.