Bibliografías temáticas / Junior high school yearbooks

Literatura académica sobre el tema "Junior high school yearbooks"

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Publicado: 26 de julio de 2024

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Artículos de revistas sobre el tema "Junior high school yearbooks"

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Liang, Weihong y Changsong Ma. "Modelling the Spatial Distribution Differences of Compulsory Education Resource". Discrete Dynamics in Nature and Society 2021 (18 de octubre de 2021): 1–8. http://dx.doi.org/10.1155/2021/8342789.

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This paper aimed to explore the difference in the spatial distribution of compulsory education resource allocation. Raw data were collected from the 2020 China Statistical Yearbook (county/district level) and Guangxi Province Statistical Yearbook of China. Data analysis was conducted using the entropy method, comprehensive evaluation method, K-means clusters analysis, analysis of variance, and spatial statistical analysis (Moran’s I index). It was determined that there were significant differences in the spatial distribution of compulsory education. The equilibrium degree to mandatory education resource allocation was divided into three classes: high level, medium level, and low level, and each class presented a spatial aggregation effect in the spatial distribution. Compared with the primary schools, the equilibrium degree of junior secondary school was higher. However, the equilibrium fluctuation of junior secondary schools was more significant among different counties/districts. The equilibrium of educational resources of junior secondary schools in the urban areas was higher than that in the rural areas, but there was no significant difference for the primary school.
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Martinson, David L. "High School “Student” Yearbooks: Extracurricular Priorities Gone Awry". Educational Forum 61, n.º 2 (30 de junio de 1997): 140–44. http://dx.doi.org/10.1080/00131729709335244.

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D’Ignazio, Catherine. "High School Yearbooks: Using and Preserving The Record". Pennsylvania Magazine of History and Biography 141, n.º 3 (octubre de 2017): 376–81. http://dx.doi.org/10.1353/pmh.2017.a686446.

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Meadors, Larry, Mike Scholl y John Rudolph. "JUNIOR HIGH SCHOOL: Metcalf Junior High School Strength Training Program". National Strength & Conditioning Association Journal 15, n.º 4 (1993): 68. http://dx.doi.org/10.1519/0744-0049(1993)015<0068:mjhsst>2.3.co;2.

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Akasaka, Yoshiaki, Masaaki Hiroshima y Tsuyoshi Sadano. "Dokkyo Junior High School and High School". JOURNAL OF THE ILLUMINATING ENGINEERING INSTITUTE OF JAPAN 84, n.º 4 (2000): 237–38. http://dx.doi.org/10.2150/jieij1980.84.4_237.

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Catherine D'Ignazio. "High School Yearbooks: Using and Preserving The Record". Pennsylvania Magazine of History and Biography 141, n.º 3 (2017): 376. http://dx.doi.org/10.5215/pennmaghistbio.141.3.0376.

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TSUGAWA, Hideo y Ayumi TAKAMOTO. "School connectedness of junior high school students." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (19 de septiembre de 2013): 1PM—115–1PM—115. http://dx.doi.org/10.4992/pacjpa.77.0_1pm-115.

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Nuraini, Lilik. "COMPARATIVE ANALYSIS OF INTERLANGUAGE ERRORS MADE BY JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL". Pedagogy : Journal of English Language Teaching 5, n.º 2 (2 de enero de 2018): 120. http://dx.doi.org/10.32332/pedagogy.v5i2.939.

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This study deals with the comparative analysis of interlanguage errors made by Junior High School and Senior High School. The objective of this research is to identify the types of interlanguage errors made by the Junior High School and Senior High School. The similarities and the differences of interlanguage error made by Junior High School and Senior High School, and the extend do the native language and the target language influence the student interlanguage system. The data are students’ errors in writing. The erroneous sentences are taken from 40 pieces of the junior high school students’ writing, and 40 pieces of the senior high school students’ writing. The data analyzed qualitatively, especially in using Error analysis Framework. The results indicate that the interlanguage errors made by Junior High School and Senior High School have the similarities and differences. The similarities of interlanguage errors that found by researcher are: wrong spelling of word, the use of Indonesian word, and omission of bond morpheme‘s/es’ as the plural marker. The researcher found ‘the wrong spelling of word, the use of Indonesian word, and omission of bond morpheme ‘s/es as the plural marker” in Junior High School, in Senior High School composition. The differences of interlanguage error made by Junior High School and Senior High School as follow: the use of V-ing for past event in Junior High school, it is not found in Senior high school composition. The errors that found in Senior High School, such as: False friend, Additional apostrophe (’s) is not appropriate, Additional‘s’ as Singular Marker, Omission of preposition, The use of singular noun for plural noun, The use of subjective pronouns for objective pronouns, and Omission of Article (a,an,the) , these errors are not found in Junior High School composition. There are two influences in students’ English namely influenced by first language and influenced by target language; the most dominant influence in students’ interlanguage in Junior high school and Senior high school is influenced by the target language. It can be seen from the percentages of it, 85, 71% in Junior High School and 85, 71% in Senior High School composition.
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Vidaurre, Edward. "Junior High School Biology Teacher". English Journal 110, n.º 4 (1 de marzo de 2021): 82. http://dx.doi.org/10.58680/ej202131139.

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Milaturokhah, Nina y Muhammad Yoga Nugraha. "Guidance And Counseling In Junior High School (SMP) And High School (SMA)". Asesment : Journal Of Counseling Guidance 1, n.º 1 (26 de junio de 2023): 29–33. http://dx.doi.org/10.59784/journalofcounselingguidance.v1i1.5.

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This study aims to describe Guidance and Counseling (BK) held in Junior High School (SMP) and Senior High School (SMA). The results showed: (1) Junior High School (SMP), (2) Senior High School (SMA), (3) guidance and counseling, (4) material and equipment for secondary school guidance and counseling. Guidance and counseling students are expected to understand to realize the goals of guidance and counseling optimally.
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Tesis sobre el tema "Junior high school yearbooks"

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Nichols, Casey Eugene. "Meeting yearbook deadlines : an analysis of high school programs, sales representatives, and yearbook publishing companies". Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/486190.

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This thesis examined the relationship of six factors related to the growing problem of missed copy submission deadlines in high school yearbook programs. These factors were: a) the historical tendency for companies to deliver books on time despite missed deadlines, b) the ability of extra-curricular programs to meet deadlines vs. intra-curricular programs, c) the relationship of adviser training to missed deadlines, d) the relationship of complex pages to missed deadlines, e) the relationship of student involvement outside of school to missed deadlines, and f) the relationship of staff motivation to missed deadlines.Six states were identified to represent national trends in the yearbook industry--California, Florida, Indiana, Michigan, New Jersey, and Pennsylvania. These states offered a regional balance as well as one inadviser training and in programs delivering books during different seasons. They also reflected the national shares of the major yearbook companies. Surveys were mailed to 1,200 advisers, 200 in each state. Surveys were mailed to all sales representatives in these states from the six major companies. In addition, each company received a survey requesting statistical information used to define the problem in the study. Follow-up phone interviews were conducted with 13 advisers and 15 representatives. Interviews were also conducted with 12 company employees at three yearbook plants and three company executives by phone.The conclusions of the study showed that missed yearbook deadlines are most directly related to the adviser, his or her attitude toward deadlines, and his or her education and training. It is apparent that while other factors are involved in the issue of missed deadlines, the adviser is the key element in meeting those deadlines. The adviser provides staff motivation and education and is the common link from year to year. It is therefore concluded that adviser training and education is a responsibility of the school system in hiring trained advisers. Having trained advisers is also to the advantage of publishing companies.
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Trimble, Aaron Douglas. "Exemplary junior high school teachers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34465.pdf.

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Vens, Kasey. "The Creativity of Junior High and High School Mathematics Teachers". University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556720360353196.

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Vickers, Katherine R. "Grade Shift: How Parkersburg High School Ninth Graders Feel About Being Transitioned from Junior High School to High School". Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241125761.

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CHEN, Zan-Yang y 陳贊仰. "Junior High School Teachers". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/26jr9c.

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Wo, Zang Zhao y 楊釗武. "Junior High School Student". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/25204197815973421653.

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Lung, Chang Chien y 張健龍. "The Design of Junior High School WebSite on Taoyuan County Junior High School". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/54302252397514945576.

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碩士
開南大學
公共事務管理學系
97
ABSTRACT The Design of Junior High School WebSite on Taoyuan County Junior High School by CHANG, CHIEN-LUNG July 2009 ADVISOR(S) : Dr. Ts’ao Jui T’ai DEPARTMENT : PUBLIC ADMINISTRATION AND POLICY MAJOR : Public Administration DEGREE : MASTER OF ARTS This study of Junior High School Website focus on the junior high schools in Taoyuan County . By reference the relevant literature, theory and research build the framework of school website. Through literature review to establish the ideal junior high school framework and function. In this study, the data processing using the method of SPSS include Descriptive Statistics, Reliability Statistics. The results were as follows: First, the habit of using the school site of school teachers and students is different. Teachers use the school website in the frequency of 2 days on average . Students use the school website in the frequency about once in a week . Teachers likes to using these functions such as the bulletin board, school activities and e-mail . Students likes to using these functions such as bulletin board , school activities, and class website . Second , the usage time of teachers and students are vary different from each other . The usage time that students can use network and computer are obviously inadequate. Third , different users want different functions of school website . Teachers favorite functions list is “School website bulletin board” , “Site map” , “School-Library website” , “Teaching Website” . Student’s favorite functions of School-website list is “School website bulletin board” , “School activities” , “Teaching website” , “Class website” , “Message board or chatrooms “ . Forth , Users think the function of school website is important but the usage rate is low .
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Juliet, Ching-i. Chen. "Reading Instruction in Junior High School: How do Junior High School English Teachers Instruct Reading?" 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719123863.

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Chen, Juliet Ching-i. y 陳憬儀. "Reading Instruction in Junior High School: How do Junior High School English Teachers Instruct Reading?" Thesis, 2003. http://ndltd.ncl.edu.tw/handle/97912814362849770670.

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碩士
國立臺灣師範大學
英語研究所
91
ABSTRACT This empirical study is intended to investigate how junior high school English teachers instruct reading in their teaching of English. A questionnaire containing a variety of reading activities that might be applied in reading classes was developed in this study and distributed to all the 353 junior high school English teachers in Taichung City. There were thirty questions in the questionnaire which stood for bottom-up/text-based, top-down/reader-based, and interactive applications respectively to elicit the frequency of the adoption of each activity in reading classes. The results revealed that the majority of the subjects in this study were no longer merely traditional bottom-up/text-based teachers. Instead, they had dual or multiple orientations in their reading instructions. On the other hand, top-down/reader-based applications were still not very prevalent in reading classes. Factors that might affect the subjects’ application of their reading instructions were discussed, including the implementation of the Basic Competency Test, the publication of the new versions of textbooks, and the subjects’ demographic information--gender, years of teaching, the kind of school they taught at (public or private), educational background, and whether they had majored in English. Besides, based on these findings, some suggestions were made not only to junior high school English teachers, but also to institutions of teacher education, secondary school authorities, and textbook writers and publishers with the aim of achieving a more effective and efficient reading instruction in junior high school.
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Lo, Yu wen y 羅裕雯. "Rural junior high school library space usage :A Case Study of Luming Junior High School". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/44764391578799316539.

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碩士
建國科技大學
設計學院暨創意生活應用設計研究所
102
This study investigated the Rural junior high school library space usage.During the process of learning, teenagers can meet the demand or acquire knowledge through reading. The school library is an important place that provides reading resources. To understand the the Rural junior high school library space usage. The main subject of the study is the library of Luming Junior High School and the participants are the users of it. First, the study points out the users’ real experience, feelings and demand for using school library space. Also, the author provides some suggestions on how to arrange library space from users’ points of view.The research methods used in the study are document analysis and questionnaires. The study finds out over 70% of users don’t have the habit of using libraries; over 60% go to the library during the break time; over 90% use traditional documents as resources. In terms of the exterior environment of the library, users think the library is too far away from the main teaching area and the entrance is not eye-catching enough. Next, as for the interior environment, the users think the area should be extended and the interior space should be used flexibly. Besides, in order to build up a warm, lovely, and friendly space, audio-visual teaching aids, the comfortability of reading place, and the leisure zone should be concerned.
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Libros sobre el tema "Junior high school yearbooks"

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Carrollton-Farmers Branch Independent School District (Tex.). Junior high school curriculum. Carrollton, TX: The Dist., 1988.

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Nova Scotia. Curriculum Development Branch., ed. Junior high school music. Halifax, NS: [Nova Scotia], Dept. of Education, Curriculum Development, 1992.

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Grace, N. B. High School Musical: The Junior Novel (High School Musical Junior Novels #1). New York: Disney Press, 2006.

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Kenyon, Kate. Junior high jitters. New York: Scholastic, 1986.

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Woyiwada, Allison. Sunnyside Junior High: A musical for junior high school students. Studio City, CA: Players Press, 1991.

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Grace, N. B. High School Musical 2: The Junior Novel (High School Musical Junior Novels #2). New York: Disney Press, 2007.

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Grace, N. B. Disney High School Musical 3 Junior Novel (High School Musical Junior Novels #3). New York: Disney Press, 2008.

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Corporation, Alberta Educational Communications. Junior high school music: Instrumental. [Edmonton]: Alberta Educational Communications Corporation, 1990.

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Juliette, Yaakov, ed. Junior high school library catalog. 6a ed. New York: H.W. Wilson, 1990.

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H, Isaacson Richard y H. W. Wilson Company, eds. Junior high school library catalog. 5a ed. New York: H.W. Wilson Co., 1985.

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Capítulos de libros sobre el tema "Junior high school yearbooks"

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Johnson, Sandra K. "Junior High School". En Soft Power for the Journey, 12–23. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9781032724270-3.

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Kawauchi, Akio y Tomoko Yanagimoto. "Education Practices in Junior High School". En Teaching and Learning of Knot Theory in School Mathematics, 57–93. Tokyo: Springer Japan, 2012. http://dx.doi.org/10.1007/978-4-431-54138-7_5.

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Doucette, Stephanie. "A Bulimic Junior High School Teacher". En Sampling Inner Experience in Disturbed Affect, 139–52. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1222-0_9.

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Layne, Steven L. "About Junior High and High School Literacy Issues". En Life's Literacy Lessons, 39–56. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032681467-3.

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Logan, Marianne. "Retaining High Interest in Science over Junior Secondary School". En Young People’s Voice in School Science, 81–127. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-46162-0_5.

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Wang, Nai-Lin y Ji-Kang Chen. "Attachment and Bullying among Taiwanese Junior High School Students". En Cyber and Face-to-Face Aggression and Bullying among Children and Adolescents, 105–19. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003414933-10.

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Hall, James M. y Fiona Copland. "Learning to Mentor Junior High School Teachers in Japan". En International Perspectives on Mentoring in English Language Education, 105–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99261-3_7.

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Kajita, Masayoshi, Setsuko Ito, Yumiko Ito y Keiichiro Kato. "VDT Work and Refraction of Junior High School Students". En Myopia Updates II, 63–66. Tokyo: Springer Japan, 2000. http://dx.doi.org/10.1007/978-4-431-66917-3_15.

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Guo, Yixuan. "Analysing English Writing Anxiety Among Junior High School Students". En Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 988–95. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_118.

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Imami, Adi Ihsan, Muhammad Rijal Kamil y Agung Prasetyo Abadi. "Mathematical Computational Thinking Ability of Junior High School Students". En Proceedings of the 4th Borobudur International Symposium on Science and Technology 2022 (BIS-STE 2022), 723–28. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-284-2_77.

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Actas de conferencias sobre el tema "Junior high school yearbooks"

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Renocha, Putri D., Diana Rochintaniawati y Ari Widodo. "Junior High School Students' Reasoning". En International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.26.

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Ginosar, Shiry, Kate Rakelly, Sarah Sachs, Brian Yin y Alexei A. Efros. "A Century of Portraits: A Visual Historical Record of American High School Yearbooks". En 2015 IEEE International Conference on Computer Vision Workshop (ICCVW). IEEE, 2015. http://dx.doi.org/10.1109/iccvw.2015.87.

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Mahmuddin, Siti Halimah, Nurma Yunita, Norhayatun, Apuanor, Sudarmono y Gita Anggraini. "Character Education in Junior High School". En The 5th Progressive and Fun Education International Conference (PFEIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201015.015.

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Danino, Ofer, Gideon Kaplan, Itamar Feldman y Joseph Shapira. "Junior High-School study of RoboPhysics". En 2022 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2022. http://dx.doi.org/10.1109/isec54952.2022.10025317.

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Fajar Pradipta, Rizqi, Dimas Arif Dewantoro y Umi Safiul Ummah. "Full Day School Implementation in Special Junior High School". En 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.29.

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Indrianto, Budi y Mami Hajaroh. "School Management Based on Culture in Public Junior High School 1 Jetis and Public Junior High School 3 Banguntapan, Bantul, Yogyakarta". En Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.019.

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Aziz, Ishak. "The Effect of National Standard Education Towards Student’s Character at Junior High School and Islamic Junior High School". En 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.069.

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Herdiawan, Rama Dwika, Mursid Saleh, Warsono y Djoko Sutopo. "School Literacy Improvement Efforts in a State Junior High School". En Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.067.

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Matey, Meyer y Jans Mangare. "The Learning of Filigree Handcraft Art towards Junior High School Students at Junior High School 2 Lirung in Moronge". En Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.62.

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Enomoto, Haruhi. "Online support for research activities by high school and junior high school students". En 38th International Cosmic Ray Conference. Trieste, Italy: Sissa Medialab, 2023. http://dx.doi.org/10.22323/1.444.1600.

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Informes sobre el tema "Junior high school yearbooks"

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Crumbly, I. J. y J. Hodges. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report. Office of Scientific and Technical Information (OSTI), septiembre de 1994. http://dx.doi.org/10.2172/10183043.

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Author, Not Given. Impact of the FUTURES series. [The impact of using the FUTURES Series on junior high school students]. Office of Scientific and Technical Information (OSTI), abril de 1992. http://dx.doi.org/10.2172/6932136.

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Benski, Alice. A study of the role of acrylic paints in the secondary and junior high school art curriculum. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.623.

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Lu, Vivian. The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.7047.

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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma y Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), abril de 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma y Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), abril de 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova y Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3888.

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In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
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Solar Energy Education. Renewable energy activities for junior high/middle school science. Office of Scientific and Technical Information (OSTI), enero de 1985. http://dx.doi.org/10.2172/5629192.

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Preliminary survey report: control technology of asbestos removal industry, Baseline Junior High School, Boulder, Colorado. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, agosto de 1985. http://dx.doi.org/10.26616/nioshectb14717a.

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Health hazard evaluation report: HETA-92-138-2258, South Junior High School, Morgantown, West Virginia. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, septiembre de 1992. http://dx.doi.org/10.26616/nioshheta921382258.

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