Articles de revues sur le sujet « English Civics »
Pour voir les autres types de publications sur ce sujet consultez le lien suivant : English Civics.
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleurs articles de revues pour votre recherche sur le sujet « English Civics ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les articles de revues sur diverses disciplines et organisez correctement votre bibliographie.
1
Rafifah, Tsabitah, et Dinie Anggraeni Dewi. « Mengenal Lebih Dalam Pendidikan Kewarganegaraan Hingga Jenjang Perguruan Tinggi ». Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no 1 (24 juin 2021) : 264–71. http://dx.doi.org/10.34007/jehss.v4i1.637.
Texte intégralRésumé :
The purpose of writing this article is to inform readers so that they can better understand the subjects of Citizenship Education. Because this lesson is very useful to build ourselves into a good citizen about citizenship.Citizenship Education (Civics) is one of the existing subjects from elementary school to tertiary education. The mission of Citizenship Education itself is to educate the nation's life. The word for citizenship in Latin is called Civicus. Furthermore, the word Civicus is absorbed into English to become the word Civic which means citizen or citizenship. From the word Civic, the word Civic was born, namely citizenship science, and Civic Education, namely Civic Education. Civics or citizenship lessons have been known in Indonesia since the Dutch colonial era under the name Burgerkunde.
2
Amri, Anisa Nurul, Scherschligt Oscar et Morse Kathryn. « The Effect of Civic Education Learning According to Students : Tadris English Students ». International Journal of Educational Narratives 1, no 2 (11 juillet 2023) : 93–99. http://dx.doi.org/10.55849/ijen.v1i2.285.
Texte intégralRésumé :
Background. In realizing the national goals of the Indonesian nation, one way is to provide civic education which is a government effort in order to provide knowledge for the younger generation, especially students, to be able to carry out future generations as a generation responsible for the state and nation of Indonesia Purpose. The research objective of civics lessons is one of the compulsory subjects that contains teaching about the sense of nationalism and the moral values of the nation that we have gotten since we were in elementary school to the senior high school level. Method. This research aims to find out the opinions and views of students about the purpose and influence of civics lessons, especially for English Department students Results. This article uses a quantitative method which conducts a survey using a form to a number of participants and from the results of the survey obtained various opinions and views of Tadris English students at Institut Agama Islam Negeri Batusangkar about the purpose and influence of civics lessons for them, as well as their opinions if civics lessons are abolished. Conclusion. Will it have an impact on young people, especially students of Tadris English, Institut Agama Islam Negeri Batusangkar.
3
Zhang, Xiaoyuan, Yane Ma et Huixiang Cheng. « Research on Teaching English Civics in Electrical and Mechanical Engineering Based on Industrial College ». Journal of Education and Educational Research 1, no 3 (6 janvier 2023) : 6–9. http://dx.doi.org/10.54097/jeer.v1i3.3729.
Texte intégralRésumé :
Professional English is an important professional course, which should guide students to establish the correct outlook on life and values in terms of value leadership. The professional English of electromechanics, mainly mechanical and electromechanical professional vocabulary, takes into account the electronics, automation, intelligent manufacturing and other specialties. In this paper, we naturally combine the content of Civics with the course of Professional English, integrate moral education into the teaching of Professional English, and adopt a project-driven training mode on the platform of Industrial College to educate students to establish correct values. It is of great significance to improve the professional quality and craftsmanship of engineering students, and also provides a basis for the construction of curriculum Civics in colleges and universities.
4
Jiang, Lin. « Research on the Reform of Civic Science Course Based on the "Interclassroom Behavior" of Engineering Students ». International Journal of Economics, Business and Management Research 07, no 04 (2023) : 134–48. http://dx.doi.org/10.51505/ijebmr.2023.7411.
Texte intégralRésumé :
In this paper, 1500 engineering college students in Jiangsu Province, China, were studied by observation, questionnaire, and categorization methods to investigate the "Inter-classroom behavior" of engineering college students. Nine types of behaviors were found: playing mobile games, watching short videos, shopping on Jindo, reading BILIBILI website, studying math or English, chatting, opening "Learning Power" app to study, drowsing and sleeping, going to the bathroom or going for a walk. The author believes that the nine types of " Inter-classroom behaviors" of engineering students reflect their needs. Integrating these student needs into the reform of the Civics course will stimulate the learning enthusiasm of engineering college students and thus enhance their Civics awareness, Civics ability and Civics self-awareness. Therefore, this paper builds a curriculum based on "physical and mental health-video productionmethodology education-examination subjects-study and study" based on the "Inter-classroom behavior" of engineering students. Therefore, this paper builds a reform system of Civic Science curriculum for engineering students based on "physical and mental health, video production, methodological education, study subjects, study and research, and sports and labor education". The sample size of this paper is still relatively small and has certain research limitations. In the future, we will expand the research base, fully explore different spatial and temporal characteristics, more comprehensively and precisely extract the needs of engineering college students, so as to study the curriculum reform based on their needs.
5
Upor, Rose A., et Maziku Mihayo. « Dual Language Instruction : Teaching Civics in Three Public Primary Schools in Tanzania ». Utafiti 16, no 2 (29 octobre 2021) : 163–83. http://dx.doi.org/10.1163/26836408-15020046.
Texte intégralRésumé :
Abstract It is a widely shared hypothesis in Tanzania among educators and the general public that low academic achievement scores are typically due to pupils’ deficiencies in English comprehension. Although in most public primary schools kiSwahili is the language of instruction, while a select few use English, there is evidence showing that even where monolingual instruction is on offer in Tanzania, lessons are held most of the time in both languages concurrently. Much of the research into dual language instruction is driven by the question of whether using English as the language of instruction is superior to using another language, leaving open the question of whether learning in both kiSwahili and English concurrently delivers a better pedagogical result than classroom usage of either language in isolation from the other. In this study, experimenting with the use of Dual Language Instruction (DLI) in three public primary schools indicates that when students are taught in two languages they perform better on tests than those who receive the same lesson content through monolingual instruction.
6
Huang, Chen. « Practice and Reflection on Teaching Civics in Higher Vocational English Courses ». Research on Literary and Art Development 2, no 1 (2021) : 5–9. http://dx.doi.org/10.47297/wsprolaadwsp2634-786501.20210201.
Texte intégral
7
Ding, Xiaohang. « The Construction of Civics in University English Courses in the New Media Environment ». Journal of Environmental and Public Health 2022 (9 septembre 2022) : 1–9. http://dx.doi.org/10.1155/2022/7737504.
Texte intégralRésumé :
The traditional education system has obvious limitations, relying on civics curriculum to cultivate and spread the national spirit. By analyzing the characteristics and goals of English courses under the new media, actively forming a large-scale ideological and political education model, and encouraging the innovation and optimization of English courses, new concepts of three-dimensional development can be proposed from the microlevel, and the coverage of ideological and political education can be expanded. Intelligent information technology can realize the coordinated development and collaborative application of English curriculum and ideological and political education. The combination of implicit education and explicit education and the combination of curriculum thinking and thinking curriculum can truly build the higher education model required by the development of the times.
8
Marques, César, Fernando Silva, Graça Cardoso, Helena Liberato, Hilário Lopes, José Caramelo, José João et al. « Work with, within and for the City ». Open Schools Journal for Open Science 1, no 3 (20 mai 2019) : 39. http://dx.doi.org/10.12681/osj.20390.
Texte intégralRésumé :
Our school and classes do not have boundaries. In this project, students worked in the same projects in Civics, English Language, Information and Communication Technology, Mathematics, Physics and Chemistry and Portuguese Language classes. They worked on real daily life problems in Cacilhas, identified problems, did field work, talked with people, searched for solutions.
9
Ashley Taylor Jaffee, Lisa Clark Schick et Michelle D. Cude. « Transforming Social Studies Teacher Education : Teaching Civics to Adult English Language Learners ». Journal of Research in Curriculum Instruction 20, no 3 (juin 2016) : 253–63. http://dx.doi.org/10.24231/rici.2016.20.3.253.
Texte intégral
10
Batho, Gordon. « The history of the teaching of civics and citizenship in English schools ». Curriculum Journal 1, no 1 (mai 1990) : 91–100. http://dx.doi.org/10.1080/0958517900010110.
Texte intégral
11
Musaddat, Syaiful, Abdul Wahab Jufri, Mochammad Asyhar, Santi Farmasari, Laila Hayati et Aulia Dwi Amalina Wahab. « Role of Co-Teachers and Supervisors of Learning Tools Development toward the Success of Field Practice Students of Professional Teachers at the Middle and High School Level ». SHS Web of Conferences 182 (2024) : 01010. http://dx.doi.org/10.1051/shsconf/202418201010.
Texte intégralRésumé :
This study aims to identify the role of co-teachers and supervisors of learning tools development toward the success of field practice students of professional education teachers at the middle and high school levels. The population in this study were all students of the Middle and High School Level of Professional Education Teacher Class of 2022, Faculty of Teacher Training and Education, University of Mataram. The sample used was students of Professional Education Teachers at the Middle and High School level, including English, Mathematics, and Civics majors, which were taken using a proportional random sampling technique. The variables consisted of the independent variables, which are the effectiveness of assistant teachers (X1) and supervisors (X2) in the development of learning tools, as well as the dependent variable, which is the success of the Field Practice of Middle and High School Teacher Professional Education Students (Y). Thus, the results show that the role of the development of learning tools by assistant teachers and supervisors in the success of Field Experience Practice for Middle School Teacher Professional Education students proved to be effective, with 51.7% for the English Department, 48.7% for the Mathematics Department, and 53.9% for the Civics Department.
12
Chen, Rui. « The Practice and Research of Curriculum Civics in Teaching English in Higher Education ». Journal of International Education and Development 5, no 6 (2021) : 32–36. http://dx.doi.org/10.47297/wspiedwsp2516-250006.20210506.
Texte intégral
13
LI, Hao. « The Effective Path of College English Teaching Reform under the Perspective of “Curriculum Civics” ». Journal of International Education and Development 4, no 9 (2020) : 20–24. http://dx.doi.org/10.47297/wspiedwsp2516-250004.20200411.
Texte intégral
14
Environmental and Public Health, Journal of. « Retracted : The Construction of Civics in University English Courses in the New Media Environment ». Journal of Environmental and Public Health 2023 (9 août 2023) : 1. http://dx.doi.org/10.1155/2023/9870252.
Texte intégral
15
Yuanyuan Qian. « A Collaborative Study of English Teaching Based on Optimized Apriori Algorithm under the Integration of Curriculum Civics ». Journal of Electrical Systems 20, no 7s (4 mai 2024) : 15–26. http://dx.doi.org/10.52783/jes.3246.
Texte intégralRésumé :
The new period introduces new intellectual and political demands for college-level English courses and fosters favourable conditions as well as new intellectual and political opportunities. The knowledge and politics courses currently taught in our higher education institutions combine English instruction with cooperative research and knowledge and politics courses, producing some excellent results in China. However, there are still significant challenges to implementing the relatively new ideas for education reform. In order to increase the effectiveness of the mine, this paper will enhance the apriori calculation method in accordance with the features of a large amount of data, and it requests the English Education Graduate School's participation for a demonstration. To address the issue of inaccurate existing metrics, this document integrates the proposed measures with conventional measures. In the past, the new measuring technique and the enhanced algorithm were used to create a model of the mining system based on the performance of the pupils. In the end, we used the student successes to build the mine system model, integrate the new measurement technique with the improved algorithm, and draw significant data-driven conclusions. According on experimental findings, the proposed algorithm performs better than Mr. Apriori. The mixed metre tonnes serve as the foundation for the most precise selection as compared to the general metre tonnes. The system offers a range of data extraction services in accordance with the university's role, which serves to enhance college English education's collaboration with curriculum and governmental thinking.
16
von Heyking, Amy. « Talking About Americans : The Image of the United States in English-Canadian Schools, 1900–1965 ». History of Education Quarterly 46, no 3 (2006) : 382–408. http://dx.doi.org/10.1111/j.1748-5959.2006.00003.x.
Texte intégralRésumé :
History, civics, and social studies courses in Canadian schools have always represented some official understanding of Canadian citizenship, even Canadian identity. They have prepared children for citizenship and the exercise of their adult duties in the community. As historian Ken Osborne argues, citizenship remains a “flexibly protean” term, changing over time according to setting, and always resisted or undermined by those who disagree with the official understanding imposed upon them. While it may be difficult to assess the impact of the school's messages on students, we can identify the official ideas about English-Canadian citizenship and identity transmitted by schools.
17
Mechouat, Karima. « Approaching and Implementing Civic Education Pedagogies and Engagement Values in the Moroccan Classrooms : Gender-Based Perspectives ». European Scientific Journal, ESJ 13, no 7 (31 mars 2017) : 259. http://dx.doi.org/10.19044/esj.2017.v13n7p259.
Texte intégralRésumé :
Civic education and engagement in Morocco faces many obstacles which make any step towards democratization commitment a hard process. In the present paper, the urgent need to incorporate civic education values in the teaching/learning process in all disciplines in general and within the EFL classrooms in particular will be addressed, along with the effective pedagogies, techniques and the concrete strategies that can be deployed to ensure an efficient reinforcement of engagement values in the Moroccan school. The rationale behind the teaching of civic education is that the basic principles of this field, such as democracy, human rights, gender mainstreaming as well as freedom of speech are closely related to our teaching career. As an attempt to reflect my personal perspectives and the needs of our teacher trainees in our English department, three primary questions will be addressed: 1-To What End/Why? 2- What? 3- By What Means/How? These questions will attempt to offer a better understanding of the problem, approach civic engagement with a gender lens, and provide insights to the integration of civic education pedagogies in the Moroccan classrooms. As the study reveals, to ensure a rewarding implementation of the civics program and an efficient reinforcement of engagement and gendersensitive values, teacher educators, teacher trainees and all teacher practitioners should be familiar with the available resources and content relevant to civic-oriented education. Indeed, without educating the student community the most vital component of society- on these principles and practices, the process will remain slow, vulnerable and unsustainable.
18
Lakhan, Rafique Ahmed, Sajad Ali et Amina Bibi Bhatti. « Early English immersion and Educational Development in Sindh, Pakistan : A case study of Sindh university students ». Journal of Social & ; Organizational Matters 3, no 2 (31 mai 2024) : 60–67. http://dx.doi.org/10.56976/jsom.v3i2.58.
Texte intégralRésumé :
Nowadays, English is a widely recognized language that is given more weight at the regional, national, and international levels in the majority of the world's nations. English is often associated with rank and power. Even if one is ignorant about the relevant field, speaking in English is seen as a mark of prestige. With the exception of Sindhi and Urdu, the majority of subjects taught in Sindhi, including science, math, social studies, Pakistan studies, religion, and civics, are taught in English. For students studying at university education, English becomes a challenging instructional medium. This study looks into the difficulties faced by Sindh University Students have understanding subjects taught in English. In order to solve the problem, the study used a qualitative technique that involved interviewing government sector Sindh University students who take science, math and other topics in English. According to the survey, students in university education have less proficiency in the English language, which makes it difficult for them to comprehend the subject matter. In English, they are not communicative. They struggle with reading, comprehending, and producing innovative writing on these topics. Given that understanding the social and natural worlds is the ultimate purpose of education, the study suggests that these courses be taught in the students' mother tongue. When taught in their home tongue, students learn the most. Furthermore, teaching English as a language is preferable to teaching it as a subject.
19
Şahin, Mustafa, Uğur Yılmaz, Ebru Kaya et Arzum Taşdelen. « Woman in “The Civics Book for Turkish Children” ». Journal of Human Sciences 19, no 4 (31 décembre 2022) : 657–68. http://dx.doi.org/10.14687/jhs.v19i4.6345.
Texte intégralRésumé :
The purpose of this research is to examine the image of women in “The Civics Book for Turkish Children”, which was written for the fifth grade civics course of primary school and taught since the academic year 1931-1932. This study has a qualitative research model. The data were collected through document review and analyzed using content analysis. The book was examined with the document analysis technique and all the images related to “woman” were noted in both the texts and images and marked by coloring on the screen. In the second reading, meticulous encodings were made and expressions with temporary theme names were classified according to their similarities, adhering to their essence. The form of expression of each content was concluded with the decision of four researchers. At this stage, direct phrases appropriate to each of the themes were determined in order to further elaborate on or support the theme. In the texts and visuals of the textbook “The Civics Book for Turkish Children”, the image of women was shaped according to the social and political structure of the period, and an attempt was made to reflect the role of women in the atmosphere of that period. This situation has parallels with the evaluation results encountered in the research literature related to textbooks and children's books. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu araştırmanın amacı ilkokul beşinci sınıf yurt bilgisi dersleri için yazılmış ve 1931-1932 öğretim yılından itibaren beşinci sınıflarda okutulmuş olan “Türk Yavrularına Yurt Bilgisi” kitabında kadın imgesini incelemektir. Çalışmada nitel araştırma yöntemi kullanılmıştır. Veriler doküman incelemesi yoluyla toplanmış ve içerik analizi kullanılarak çözümlenmiştir. Kitap doküman analizi tekniği ile incelenmiş ve “kadın” ile ilgili tüm görseller hem metinlerde hem de görsellerde not edilmiş ve ekranda renklendirilerek işaretlenmiştir. İkinci okumada titizlikle kodlamalar yapılmış ve özlerine bağlı kalarak benzerliklerine göre geçici tema adlarına sahip ifadeler sınıflandırılmıştır. Her bir içeriğin ifade biçimi dört araştırmacının kararı ile sonuçlandırılmıştır. Bu aşamada, temayı daha da detaylandırmak veya desteklemek için temaların her birine uygun doğrudan ifadeler belirlenmiştir. “Türk Çocukları için Yurttaşlık Kitabı” ders kitabının metin ve görsellerinde kadın imajı dönemin sosyal ve politik yapısına göre şekillenmiş ve o dönemin atmosferinde kadının rolünü yansıtmaya çalışılmıştır. Bu durum ders kitapları ve çocuk kitapları ile ilgili araştırma literatüründe karşılaşılan değerlendirme sonuçlarıyla paraleldir.
20
Chang, Shuanglin. « Reflections and Practices on the Construction of Civics in English Chinese Translation Courses in Colleges and Universities ». Journal of International Education and Development 5, no 7 (2021) : 51–55. http://dx.doi.org/10.47297/wspiedwsp2516-250010.20210507.
Texte intégral
21
Dabach, Dafney Blanca, et Aliza Fones. « Beyond the “English Learner” Frame : Transnational Funds of Knowledge in Social Studies ». International Journal of Multicultural Education 18, no 1 (29 février 2016) : 7. http://dx.doi.org/10.18251/ijme.v18i1.1092.
Texte intégralRésumé :
<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as “English learners” and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the necessity of recognizing immigrant youth’s transnational funds of knowledge. We draw from a qualitative study to illustrate how a high school social studies teacher created space for students’ transnational funds of knowledge in the classroom, focusing on a Pakistani student’s return visit to his country of origin. The teacher’s orientation toward students’ transnational funds of knowledge served to counter assimilationist discourses while teaching U.S. civics. This article contributes to understanding how immigrants’ transnational experiences can widen narrow visions of citizen-building in formal schooling and build upon their assets for a more inclusive society. </span></p></div></div></div></div>
22
Sakki, Inari. « Raising European citizens : Constructing European identities in French and English textbooks ». Journal of Social and Political Psychology 4, no 1 (29 juin 2016) : 444–72. http://dx.doi.org/10.5964/jspp.v4i1.350.
Texte intégralRésumé :
Schools play a pivotal role in the formation of identities and in the political socialization of youth. This study explores the social representations of European integration in French and English school textbooks and shows how the social representations are discursively used to construct national and European identities. By analysing the history and civics textbooks of major educational publishers, this study aims to demonstrate how European integration is understood, made familiar and concretized in the school textbooks of the two influential but different European countries. The findings suggest some shared and some diverse patterns in the way the two European countries portray and construct the political project of European integration. These representations, constructed around French Europe in French textbooks and ambivalent Europe in English textbooks, share the images of a strong European economy and a French-led political Europe. However, they position themselves differently with respect to the United States, motivation for the European unification process and the significance of common values and heritage. In both countries textbooks draw upon memories that are important for group identity. While the French textbooks make European integration meaningful in reference to a shared post-war collective memory and to a cultural memory based on a more ancient idea of Europe, shared values and heritage, the English textbooks anchor it more strongly to domestic policy.
23
Hisyam, Mukmilatul Khasanah, et Sujatmiko Sujatmiko. « The Study of Abstract Translation of Non-English Department Student at UPY ». JEdu : Journal of English Education 2, no 2 (31 juillet 2022) : 108–17. http://dx.doi.org/10.30998/jedu.v2i2.6561.
Texte intégralRésumé :
his study aims (1) to describe the problems of students when they have to translate an abstract from Indonesia to English, (2) to describe translation technique (TT) used by students when translating abstract, (3) to describe the impact of the application of TT used on the quality of abstract translation, (4) to describe the solution that the researcher takes to solve the problems in translating abstract. This study was conducted at University of PGRI Yogyakarta, 27th June 2021. It was qualitative study with total 10 respondents using FGD technique. They were 5 males and 5 females (four students of management, three students of history education, two students of civics education, and one student of mathematics education). Interviews and questionnaire in FGD were used to collect the data. The result showed that (1) the respondents have problems in translating abstract such as in choosing article, in understanding the English, in having less vocabulary, in knowing the meaning, in asking someone’s help to translate, in understanding grammar, in translating abstract without any help from their supervisor and in translating abstract using Google translate only. (2) The respondents used pure borrowing and established equivalent techniques. (3) The application of pure borrowing and established equivalent technique have impacted to the translation quality. Their abstract translation quality score C, D and E. (4) The researcher did the small training as the solution to improve their abstract quality.
24
Taberner, Andrea Mary. « The marketisation of the English higher education sector and its impact on academic staff and the nature of their work ». International Journal of Organizational Analysis 26, no 1 (12 mars 2018) : 129–52. http://dx.doi.org/10.1108/ijoa-07-2017-1198.
Texte intégralRésumé :
Purpose The purpose of this study is to investigate whether the impact of the marketisation of the English HE sector on academic staff and the nature of their professional work is felt to the same degree in different English universities. The study was conducted between November 2015 and April 2017. Design/methodology/approach Using the interpretivist paradigm, a qualitative, inductive approach is adopted. In total, 12 semi-structured interviews of 60-90 min each were conducted with academics of six English university types (ancient, old and new civics, plate-glass, technological and post-1992). Participants who were identified by non-probability sampling included professors, principal, senior and lecturers and associate lecturers. Findings Six key themes emerged regarding the impact on academic staff and their work: efficiency and quantity over effectiveness; autocratic, managerialist ideology over academic democracy and debate; instrumentalism over intellectualism; de-professionalisation and fragmentation of the academy; increased incidence of performativity, bullying and workplace aggression; and work intensification. The ancient university is least impacted by marketisation in terms of academic staff and the nature of their work. Next are the old and new civic universities, followed by technological, plate-glass universities. The most impact is felt by academics (and the nature of their work) in the post-1992 universities. Research limitations/implications There is a relatively small number of interviews in this study; therefore, it is difficult to categorically correlate an academic biography with their opinion in the context of their university type. More male than female participants were interviewed. International staff were not interviewed, and this could bring a varying perspective to the narrative found in this study. A mixed approach in further research would aid this objective. Some of the questioning in the pilot study was not as focused as any further primary research would have to be. Originality/value A further area of study, which could have practical implications, add originality and value would be to investigate how good practice in “employee engagement” in the university context might pave the way forward. This has the potential to benefit academic staff directly and the institution, a win–win solution for all stakeholders.
25
Bickford, John H., Jeremiah Clabough et Tim N. Taylor. « Fourth-graders' reading, thinking, and writing about historical sources ». Social Studies Research and Practice 15, no 1 (24 avril 2020) : 57–82. http://dx.doi.org/10.1108/ssrp-07-2019-0039.
Texte intégralRésumé :
PurposeElementary classroom teachers can infuse social studies into the curriculum by integrating history, civics and English/language arts. Elementary teachers can bundle close reading, critical thinking and text-based writing within historical inquiries using accessible primary sources with engaging secondary sources.Design/methodology/approachThis article reports the successes and struggles of one fourth-grade teacher's theory-into-practice interdisciplinary unit. The month-long, history-based inquiry integrated close readings of primary and secondary sources to scaffold and refine students' text-based writing about the oft-ignored interconnections between two Civil Rights icons who never met.FindingsFindings included the import of historical inquiries within the elementary grades, students' abilities to scrutinize and extract meaning from dozens of sources and the value of revision for text-based writing, particularly its impact on the clarity, criticality and complexity of students' writing.Originality/valueThe inquiry's length, use of repeated readings, bulk of curricular resources and integration of revision are each comparably unique within the elementary social studies research literature.
26
Baird, Kyle, Mario Lintz, Daniella Schlander, Joel Yager et Daniel Savin. « Caring for Refugees with Mental Health Problems : Difficulties Encountered by Providers Requesting Exemptions from United States Citizenship Examinations ». Journal of Health Care for the Poor and Underserved 34, no 4 (novembre 2023) : 1466–78. http://dx.doi.org/10.1353/hpu.2023.a912730.
Texte intégralRésumé :
Abstract: Mental health providers caring for refugees should be aware that obtaining citizenship is critical to stability and safety for their patients. In the United States (U.S.), obtaining citizenship requires applicants to pass an examination exhibiting working knowledge of English and foundational knowledge of U.S. civics. For refugees with mental health disorders that impair cognition, this may present insurmountable barriers. The United States Customs and Immigration Services (USCIS) offers form N-648 to request exemption from these requirements. However, the form can be difficult to complete in a manner acceptable to USCIS. In this paper, the authors present preliminary data on citizenship-related mental health evaluations and subsequent applications for 40 patients seen in a university-based refugee mental health clinic. We simplify the process into three phases, and present three cases highlighting specific complexities involved. Our experiences and recommendations may help other mental health providers prepare to advocate for their refugee patients.
27
Kisumbe, Lazaro Alman, et Yusuph Lameck Mashala. « Effects of the language of instruction on Learning in Secondary Education and Its Implications in Workforce Preparation : A Case of Dodoma, Tanzania ». Journal of Public Administration and Governance 10, no 3 (14 septembre 2020) : 215. http://dx.doi.org/10.5296/jpag.v10i3.17370.
Texte intégralRésumé :
This paper intended to examine the effects of the language of instruction on Learning in secondary education in Dodoma region, and its implications in the preparation of the country's workforce. A total of 288 form one students at Ipala and Hombolo secondary schools were purposely and conveniently selected into the study. Standard seven past papers including geography, history, and civics were used as model papers to test the effects of the Language of instruction in students' learning. The same examination was conducted to the same group in each school administered in English and later in the Kiswahili language. A Paired sample t-test (dependent t-test) for paired samples was used to compare means of correlated samples and to test the null hypothesis that "there is no significant difference between the sample means". Each sample from the population was measured twice. It was revealed that the students' scores in the examination differed due to the difference in the language of instructions. The scores in grade-wise revealed the poor performance of the examination in English when compared with the same examination in the Kiswahili language. We found that the use of the English language inhibits the understanding of the subject and limits the rooms for active involvement in training and learning, which is a prerequisite for understanding. Thus, it affects the efforts to prepare the future workforce to propel the realization of education policy and its contribution to the Tanzania National Development Vision 2025. We recommend designing operational strategies for implementation of the National Education and Training Policy, 2014 that directs the use of Kiswahili as the instructional language in all levels of education in the country.
28
Harmawati, Yuni, Sapriya Sapriya, Aim Abdulkarim et Prayoga Bestari. « Character Building in Students through “Rumi Sang Pemimpi” : A Digital Book Approach ». Tadris : Jurnal Keguruan dan Ilmu Tarbiyah 9, no 1 (22 juin 2024) : 63. http://dx.doi.org/10.24042/tadris.v9i1.20229.
Texte intégralRésumé :
Technological advancements have transformed the learning landscape for students in schools. Unlike the past, where discussions were confined to the classroom, today's students engage in digital discussions through platforms like Zoom Meetings, Google Classroom, or school-provided eLearning. The impact of technology on students is twofold, presenting both positive and negative aspects. In an effort to enhance student learning and character development, researchers have created a non-text digital book on citizenship education. Utilizing Borg and Gall's research methodology, data collection involved questionnaires, focus group discussions, interviews, and observations. The research findings demonstrate the viability of digital non-text civics education books, indicating their applicability in junior high schools to bolster students' hard-working character. Significant differences in the aspect of hard work were observed between the experimental and control groups in various tests. In conclusion, digital books with the theme ”Rumi Sang Pemimpi” (in English: ”Rumi the Dreamer”) prove effective in strengthening students' character, particularly their hard-working traits. The researcher recommends further exploration of characters in the digital book related to digital citizenship.
29
Chignola, Sandro. « Civis, civitas, civilitas ». Contributions to the History of Concepts 3, no 2 (1 avril 2007) : 234–53. http://dx.doi.org/10.1163/180793207x237713.
Texte intégralRésumé :
By focusing on the Italian translations of civilization, the author explores ways in which conceptual change has reflected historical developments in Italy. Unlike the widespread literal translation of civilization from English or French to other languages, civilizzazione has been a marginal term in Italian. On the other hand, terms such as civiltà, more akin to the Latin civitas, are more frequently employed. e article maps out the complex semantics of civitas and how its trajectory in the philosophy of history was uniquely translated into Italian. Whereas in other European nations civilization and the notion of historical progress it conveyed became a central concept, in Italy, due to the elaboration of an identity heavily influenced by Christian heritage, the more static concept of civiltà proved to be more significant.
30
Reynaert, Barbora. « Effect of language learning strategies on vocabulary development in CLIL ». Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no 41 (31 janvier 2024) : 225–40. http://dx.doi.org/10.30827/portalin.vi41.27217.
Texte intégralRésumé :
This study focuses on language learning strategy use examined in the context of Content and Language Integrated Learning (CLIL) with a specific focus on productive vocabulary development in a school year time frame.
The research took place in the Czech Republic, a sample comprised of 286 pupils ranging from 11 to 14 years of age, a total of 12 classes spread over three schools. Half of the experimental group had one year of CLIL experience prior to the study. The content subjects in the experimental classes were History and Civics; the language of instruction was English. The study aimed at finding out what is the connection between language learning strategies and vocabulary acquisition in CLIL classes.
Standardized Laufer & Nation’s vocabulary levels tests and Oxford’s Strategy Inventory for Language Learning served as data collection instruments. Variables taken into consideration were CLIL experience, gender, content subject and teacher. The previous year of CLIL and the teacher turned out to be significant. Concerning the questionnaires, five strategies showed a positive influence on the growth of productive vocabulary. Surprisingly enough, five strategies negatively impacted vocabulary. Strategies using a task-based methodology proved superior to purely vocabulary-based strategies.
31
Hawari, Nubli, et Tanty Oktavia. « Design of An Intelligent Tutoring System – Student Model : Predicting Learning Style ». Engineering, MAthematics and Computer Science Journal (EMACS) 6, no 1 (31 janvier 2024) : 45–53. http://dx.doi.org/10.21512/emacsjournal.v6i1.10938.
Texte intégralRésumé :
Education is very important for everyone, not only for acquiring knowledge but also for improving quality of life and well-being. An Intelligent Tutoring System (ITS) is a computer system that can provide personalized and adaptive learning assistance and support to students. This system is designed to offer effective guidance to students based on their individual abilities and learning styles. ITS utilizes artificial intelligence (AI) technology to understand students' abilities and provide guidance tailored to their needs. Recently, there have been methods to predict learning styles, such as through questionnaires on the EducationPlanner website, but these determinations are often too general. This study aimed to predict the learning styles used by specific students for specific subjects. Researchers conducted this study at XYZ University to determine the learning styles of certain students or groups. With this information, instructional materials and methods can be uniquely designed to cater to the needs of these groups. Based on the evaluation results, the study found that the Logistic Regression model was the best, with a precision of 0.5653 and a hamming loss value of 0.3468. This research demonstrates that information from six selected subjects (English, Religion, Civics, Arts, Physics, and Geography) can be used to determine students' learning styles.
32
Lindayana, Lindayana, Arifuddin Arifuddin et Halus Mandala. « POLITENESS OF VERBAL AND NON-VERBAL DIRECTIVE SPEECH ACTS IN THE TENTH GRADE STUDENTS’ LEARNING PROCESS OF NEGERI 1 MATARAM ». RETORIKA : Jurnal Ilmu Bahasa 4, no 1 (12 avril 2018) : 70–74. http://dx.doi.org/10.22225/jr.4.1.526.70-74.
Texte intégralRésumé :
This research aims at knowing: (1) the realization of politeness of verbal and non-verbal directive speech acts of students, (2) deviations on politeness principles of students’ directive speech acts, and (3) the determining factors to the politeness and non-politeness of verbal and non-verbal directive speech acts for the Tenth Grade students of SMA Negeri 1 Mataram in the process of learning in the classroom. Research subjects in this study were the teachers who taught Indonesian, English, Economics, History, Mathematics, Religion, Civics, and Natural Sciences (IPA), and all students who are in class X of IPS 2, IPA 1 and IPA 3 in SMA Negeri 1 Mataram. This research belongs to qualitative descriptive study. The data were collected using observation method. The results of this study showed that: (1) there is the emergence of speech acts of the verbal and non-verbal directive of the students in the learning process, such as directive speech acts of rebuking, commanding, banning, advising, asking, reminding, satirizing, suggesting, threatening, rebuking, and (2) there is deviation of the principle of politeness of directive speech acts that is deviation of principle of one maxim, two maxim, and deviation of three maxim, and (3) there are influencing factors for the politeness and non-politeness of verbal and non-verbal directive speech acts of students in the learning process , including linguistic and non-linguistic factors.
33
Löfstedt, Arne. « Det första nationella provet i samhällskunskap - en studie i bedömarsamstämmighet ». Acta Didactica Norge 12, no 4 (12 décembre 2018) : 13. http://dx.doi.org/10.5617/adno.6283.
Texte intégralRésumé :
Skolämnet samhällskunskap som eget ämne existerar i princip enbart i de nordiska länderna. I många andra länder delar flera skolämnen på ämnesinnehållet, till exempel geografi och civics. Ämnesinnehållet är stort och genomgår ständig förändring. År 2013 genomfördes de första nationella proven i samhällskunskap i Sverige för årskurs 9. Med tanke på ämnets karaktär kan det vara speciellt viktigt att undersöka om dessa prov är ”rättvisa.” Avsikten med denna studie är att undersöka en aspekt av denna ”rättvisa”, nämligen interbedömarstabilitet, dvs om samma elevsvar ger upphov till samma bedömning oavsett bedömare. Skolverket i Sverige genomförde 2009 en större studie av de ämnen som då genomförde nationella prov och föreliggande studie försöker dels efterlikna och dels bygga ut upplägget från Skolverket. Studien genomfördes på de första nationella proven i samhällskunskap 2013. Genom att pröva olika reliabilitetsmått inom kategorierna ”consensus estimates”, och ”consistency estimates” analyseras resultaten, bland annat diskuteras måttet intraclass correlation. Syftet är också, då detta var de första proven, att skapa en ram för återkommande studier av Interbedömarreliabilitet. Upplägget med en större mängd lärare som genomför totalt tre bedömningar av de utvalda hela proven försöker också efterlikna bedömningssituationen ute på skolorna såtillvida att det var relativt många lärare med i studien, och de kom från olika skolor spridda över Sverige. Genom detta testas också bedömningsanvisningarnas stabilitet. Själva genomförandet var omfattande och tog två hela dagar. Resultaten pekar på en god överensstämmelse för provbetyget, det sammanfattande omdöme eleverna får. Studien avses att återupprepas under kommande år.Nyckelord: Samhällskunskap, nationella prov, interbedömarreliabilitet, intraclass correlationThe first national test in samhällskunskap – a study of interrater reliabilityAbstractThe Swedish school subject Samhällskunskap (Societal knowledge) exists basically only in the Nordic countries. In other countries a number of different subjects, such as geography and civics, share the content. The content of the subject is constantly changing, depending on how society is changing. The first national tests in Samhällskunskap for all Swedish ninth graders took place in 2013. A large part of the test contains constructed responses. Given the characteristics of the subject we consider it especially important to investigate whether these tests are “fair” or not. The intent of this study is to investigate one aspect of “fairness”, interrater reliability, meaning the degree to which the same student responses are scored equally by different raters. In 2009, the National Agency of Education in Sweden conducted a large study of the subjects Swedish, English and Mathematics. Our study aims to mimic and further develop the design of the study from 2009. Our study was carried out on the first national tests in 2013. The results were analyzed by exploring different reliability measures within the categories consensus estimates, and consistency estimates. As the 2013 tests were the first tests of its kind in Sweden the purpose was also to create a framework for regular studies of interrater reliability. The rater design with a relatively large number of teachers from all over the country, each assessing a total of three complete student test responses aimed at mimicking the way the tests are assessed in schools. This also allowed us to study the stability of our assessment rubrics. The study itself was extensive and took two days to perform. The results indicate a large compliance when it comes to the final grade of the test. The study is meant to be repeated in the coming years.Keywords: Social science, civics, national testing, interrater reliability, intraclass correlation
34
Siper, Guler, et Alanya HEP University. « Promoting Respect for Other Cultures : A Modification to Curricula in Higher Education ». European Journal of Multidisciplinary Studies 5, no 1 (19 mai 2017) : 487. http://dx.doi.org/10.26417/ejms.v5i1.p487-487.
Texte intégralRésumé :
With new doors opening and walls coming down cultures have become more involved with each other. This has sometimes brought about clashes between various cultures sharing the same land and privileges, especially within the young generation. Therefore, it has become important to promote acceptance and communication within and among cultures, to combat biases and stereotypes, to find a balance between respect for our own culture, to appreciate diversity and strive for equality among various national communities. This course aims to help students at international universities in or outside their countries to become aware of their own prejudices as regards their own as well as other cultures. We designed this course to be integrated into compulsory or elective courses - mother tongue, history, English, IT and/or Civics/Social Science instruction. It can be exploited in a variety of ways (e.g., workshops, individual or group projects, theme weeks) depending on the flexibility of the general curriculum. The course consists of 3 stages. Stage One focuses on factors which shape our own identity. Students develop a more objective approach to national matters. Stage Two enables students to become more aware of others, question and study the roots of their prejudices and find ways to coexist with others. In Stage Three students act on their curiosity towards others, become comfortable with understanding, respecting and accepting differences without trying to change them. At the end of the course students write a report reflecting their views, covering the themes of the stages.
35
Triyono, Sigit. « Pendidikan Kewarganegaraan Berbasis Multikultural di Mts. Al Hamid Banjarmasin ». TRANSFORMATIF 1, no 1 (13 décembre 2017) : 90. http://dx.doi.org/10.23971/tf.v1i1.658.
Texte intégralRésumé :
<p>This study used a qualitative approach naturalistic sociometry test, the subject of research is the principal, vice-principal areas of curriculum / student, students in the academic year 2015/2016, for the principal one person, the vice principal curriculum areas 1, vice-principals student field 1, while for learners 30 people. Data collection techniques gained through observation, interviews, documentation, test sosiomentri and literature. The results of this study to prepare schools in addressing the differences among them are the principal called a meeting to the board of teachers and their vice principal of student and curriculum to discuss the creation of lesson plans which include a plan of material to be taught and the objectives to be achieved, while the curriculum used by the MTs Al Hamid Banjarmasin ie curriculum SBC Plus, learning to use the curriculum in English. The role of the vice principal of student field of multicultural education in assisting the implementation of directly applied in the form of extracurricular activities. Evaluation of multicultural education in MTs Al Hamid Banjarmasin has been successfully implementing the learning process of multicultural education. This is evident in the daily Siswan and teachers despite its students come from different social strata, but can get along and respect each other regardless of differences.</p><p>Keywords: <em>Planning, Implementation, Evaluation, Multicultural Education and Civics.</em></p><p> </p>
36
Tarar, Muhammad Ali. « KNOWLEDGE AND ATTITUDE ; PREGNANCY AND ANTENATAL CARE AMONG YOUNG AGRARIAN & ; NON-AGRARIAN FEMALES IN FAISALABAD DISTRICT, PAKISTAN ». Pakistan Journal of Agricultural Sciences 56, no 01 (1 mai 2019) : 261–73. http://dx.doi.org/10.21162/pakjas/19.7730.
Texte intégralRésumé :
Reproductive health is concerned with the people’s ability to have a satisfying and safe sex life ensuring their capability to reproduce with a liberty of decision that if, when and how often they must do so. In Pakistan, culturally females are married in young age; become mother and are at risk of health complications in agrarian and non-agrarian communities. There is less utilization of reproductive health services throughout Pakistan that ultimately affect health status of people at very young age. Most of the communities are not aware of reproductive health services, thus not availing these facilities. So, the present study was designed to examine the females’ perceptions, attitude towards pregnancy and antenatal care (ANC) as well as their empowerment to take decisions regarding safe pregnancy and practice of antenatal care services and to suggest some measures for policy makers to improve the reproductive health state of young mothers in district Faisalabad. A sample of 600 young married females of age 15-32 years were selected through multistage sampling technique. Rural and Civics areas of District Faisalabad were universe of study. Uni-variate (frequency distribution and percentage) and Bivariate analysis (Chi square and Gamma Statistics) was carried out. Most (44.0%) of the respondents were of age 26-30 years their husbands (57.8%) were above 31 years old; mostly had primary and above level of education while their husbands’ (69.6%) had SSC or below level of education. About two third (65.9%) of the respondents had up to Rs. 10,000 per month income, 49.2% possessed 6-10 family members and 73.5% beard at least 2 and above live children and beard marriage duration more than 5 years (60.1%). Majority received ANC (79.8%) from clinics/ Doctor (30.7%), LHV/LHW (23.2%) in their last pregnancy; made one visit (69.2%) per month during pregnancy and each visit cost Rs. 251-1000 and more (72.7%); women need regular checkup (90.3%); it should start from 3rd month (56.2%); decision for treatment should be made by women herself (40.8%); pure food for mothers (70.7%) is needed as nature of care and causes of maternal death during pregnancy were heavy bleeding (29.0%) and miscarriage / due to complication (22.6%). Bi-variate analysis showed highly significant relationships among number of pregnancies, cultural hindrance vs. their reproductive health. Pregnancy and antenatal care has closely associated and had important place in reproductive life of a female. Females should be empowered to decide their numbers of pregnancies, spacing and ANC services to keep themselves healthy and productive.
37
Kershaw, Baz. « Dramas of the Performative Society : Theatre at the End of its Tether ». New Theatre Quarterly 17, no 3 (août 2001) : 203–11. http://dx.doi.org/10.1017/s0266464x0001472x.
Texte intégralRésumé :
The emergence of new performance paradigms in the second half of the twentieth century is only now being recognized as a fresh phase in human history. The creation of the new discipline, or, as some would call it, the anti-discipline of performance studies in universities is just a small chapter in a ubiquitous story. Everywhere performance is becoming a key quality of endeavour, whether in science and technology, commerce and industry, government and civics, or humanities and the arts. We are experiencing the creation of what Baz Kershaw here calls the ‘performative society’ – a society in which the human is crucially constituted through performance. But in such a society, what happens to the traditional notions and practices of drama and theatre? In this inaugural lecture, Kershaw looks for signs and portents of the future of drama and theatre in the performative society, finds mostly dissolution and deep panic, and tentatively suggests the need for a radical turn that will embrace the promiscuity of performance. Baz Kershaw, currently Professor of Drama at the University of Bristol, trained and worked as a design engineer before reading English and Philosophy at Manchester University. He has had extensive experience as a director and writer in radical theatre, including productions at the Drury Lane Arts Lab and with the Devon-based group Medium Fair, where he founded the first reminiscence theatre company Fair Old Times. His latest book is The Radical in Performance (Routledge, 1999). More recently he wrote about the ecologies of performance in NTQ 62.
38
Cheffou, Idi. « ASSESSING ADMINISTRATIVE STRATEGIES FOR ENHANCING PEACE EDUCATION IN JUNIOR SECONDARY SCHOOLS IN THE AGADEZ REGION, NIGER REPUBLIC ». Sokoto Educational Review 16, no 2 (31 décembre 2015) : 12. http://dx.doi.org/10.35386/ser.v16i2.128.
Texte intégralRésumé :
This study was carried out to assess administrative strategies for enhancing Peace Education (PE) in 29 Junior Secondary Schools in the region of Agadez, Niger Republic. The study was descriptive. Quantitative and non- parametric data that helped determine majority views were collected, tallied, converted into simple percentages and means using a calculator. Information from documents that were initially in French was translated into English. The research used a total population of 487 teachers and school administrators from 29 Junior Secondary Schools in the region of Agadez. All the 84 administrators from the 29 Junior Secondary Schools were included in the research as their number was small; 388 teachers were sampled out of 403 using the Research Advisors’ Sample Size Table and Simple Random Technique. The research instrument was a self-designed structured questionnaire titled Administrative Strategies for Enhancing Peace Education Questionnaire, which was validated and had a reliability index of .75. This paper dealt with the curriculum content that could enhance Peace Education in Junior Secondary Schools in the region of Agadez. The findings revealed that the Peace Education curriculum content was scanty. The study recommended, among others, that the Junior Secondary Schools Peace Education curriculum should be revised, and should therefore encompass relevant issues that would mould the students’ minds, issues that would help them to learn to live together and enhance mutual understanding in community; to this end, the Peace Education curriculum should mainstream Human Rights Education, Conflict Resolution Education, Disarmament Education, Development Education, International Education, Civics and any other type of education that is likely to bar the students from getting involved in violent conflict or even terrorism.
39
Wulan, Neneng Sri, Hafiziani Eka Putri, Puji Rahayu, Erna Suwangsih, Acep Ruswan, Srie Mulyani, D. Wahyudin et Hisny Fajrussalam. « Pelatihan Pembelajaran Berbasis 21st Century Skills di Sekolah Indonesia Johor Bahru Malaysia ». Bulletin of Community Engagement 3, no 2 (31 août 2023) : 97. http://dx.doi.org/10.51278/bce.v3i2.583.
Texte intégralRésumé :
The 21st-century skills are skills that students must master to survive and compete in this 4.0 industrial revolution era. Teachers need to have good professional competence in order to facilitate students to develop 21st-century skills. This also applies to elementary school teachers. Therefore, the teacher needs training that can provide knowledge and skills for teachers to present such learning. The training program participant is an elementary school teacher at the Indonesian School of Johor Bahru Malaysia. The problem identified is that not all SIJB's primary school teachers have diverse educational backgrounds, and the learning presented is not based on 21st-century skills. The participants of this training are 19 teachers. The program is web-based training using the ADDIE model. This training is conducted in three stages, namely the pre-implementation, implementation, and post-implementation stages. At the implementation stage, there are eight meetings containing materials on 21st Century Skills-based learning in Indonesian Language, Mathematics, Science, Social Studies and Civics, English, Arts, ICT, innovative learning models and learning life skills. Participants were given a pretest and posttest understanding of 21st Century learning. The pretest results showed an average value of 60.8, which means that participants' understanding of 21st Century learning is still quite good and the posttest average score of 84.5, which means that understanding participants is good. The result shows that the participants' understanding increased after attending the training. Based on the questionnaire results, the participant's response was quite good, and hoped that the training activities could be carried out on an ongoing basis.
Keywords: 21st Century Skills Training Program, Professional Competency of Elementary Teacher
40
Ernayulis, Ernayulis. « PENERAPAN MODEL TEAM GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN HASIL BELAJAR PPKN PADA PESERTA DIDIK KELAS X MIPA 6 SMAN 3 BANDA ACEH TAHUN AJARAN 2018/2019 ». JURNAL HURRIAH : Jurnal Evaluasi Pendidikan dan Penelitian 2, no 4 (31 décembre 2021) : 22–37. http://dx.doi.org/10.56806/jh.v2i4.35.
Texte intégralRésumé :
English: Team Games Tournament type cooperative learning model as a learning model that involves all students and group work, this learning model also requires students to compete through tournaments in games so that it will trigger to improve Civics learning outcomes. This study aims to determine the improvement of student learning outcomes in Civics through the Team Games Tournament learning model on the subject matter of Threats to National Integration. This research was conducted at SMAN 3 Banda Aceh, in class X MIPA 6 with a total of 34 students, consisting of 15 boys and 19 girls. This research uses a qualitative approach with the type of research is classroom action research, which is carried out in 2 cycles. Each cycle consists of 4 stages, namely: planning, implementation, observation, and reflection. Data analysis was carried out classically using the percentage formula. The results of data analysis show that: (1) Learning with the Team Games Tournament Model can complete student learning outcomes classically, namely 91.18%, meaning that 31 of 34 students have achieved mastery in learning from the KKM score of 76. (2) Learning with the Team Games Tournament model can also improve teacher skills. Based on the results of observations, the average implementation of learning by teachers reaches 96.55%. (3) Learning with the Team Games Tournament learning model can increase student activity. The results of the observation of student activities in cycle II reached 82.35% or as many as 28 students were active and focused in participating in learning in cycle II. Thus, learning with the Team Games Tournament model can increase student activities and complete their learning outcomes classically.
Bahasa: Model pembelajaran kooperatif tipe Team Games Tournament sebagai model pembelajaran yang melibatkan seluruh peserta didik dan kerjasarna kelompok, model pembelajaran ini juga menuntut peserta didik untuk berkompetisi melalui turnamen dalam permainan sehingga akan memicu untuk memperbaki hasil belajar PPKn. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar PPKn peserta didik melalui model pembelajaran Team Games Tournament pada materi pokok Ancaman Terhadap Integrasi Nasional. Penelitian ini dilaksanakan di SMAN 3 Banda Aceh, di kelas X MIPA 6 dengan jumlah 34 orang peserta didik, yang terdiri dari 15 laki-laki dan 19 perempuan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitiannya adalah penelitian tindakan kelas, yang dilakukan dengan 2 siklus. Setiap siklus terdiri dari 4 tahap, yaitu: perencanaan, pelaksanaan, observasi, dan refleksi. Analisis data dilakukan secara klasikal dengan menggunakan rumus persentase. Hasil analisis data menunjukan bahwa:(1) Pembelajaran dengan Model Team Games Tournament dapat menuntaskan hasil belajar siswa secara klasikal yaitu 91,18%, artinya 31 dari 34 orang peserta didik telah mencapai ketuntasan dalam belajar dari nilai KKM yaitu 76. (2) Pembelajaran dengan model Team Games Tournament juga dapat meningkatkan keterampilan guru. Berclasarkan hasil observasi, rata-rata keterlaksanaan pembelajaran oleh guru mencapai 96,55%. (3) Pembelajaran dengan Model pembelajaran Team Games Tournament dapat meningkatkan aktivitas siswa. Untuk hasil observasi aktivitas peserta didik pada siklus II mencapai 82,35% atau sebanyak 28 orang siswa telah aktif dan fokus dalam mengikuti pembelajaran pada siklus II. Dengan demikian, pembelajaran dengan model Team Games Tournament dapat meningkatkan aktivitas peserta didik dan menuntaskan hasil belajar mereka secara klasikal.
41
Owen, S. « Paper Bullets : Print and Kingship Under Charles II ; Jacobean Civic Pageants ». English 46, no 185 (1 juin 1997) : 165–70. http://dx.doi.org/10.1093/english/46.185.165.
Texte intégral
42
Gilliat, Sophie. « English Cathedrals and Civic Rituals1 ». Theology 101, no 801 (mai 1998) : 179–88. http://dx.doi.org/10.1177/0040571x9810100304.
Texte intégral
43
Firmansyah, Andri Okta, Muhammad Fadjri, H. Lalu Nurtaat et Amrullah Amrullah. « An Analysis of Civic Education Students’ Perception toward Their Needs in Learning English for Specific Purpose in University Of Mataram ». Jurnal Ilmiah Profesi Pendidikan 8, no 1b (26 avril 2023) : 635–46. http://dx.doi.org/10.29303/jipp.v8i1b.1276.
Texte intégralRésumé :
In Indonesia, English is now a compulsory subject in undergraduate programs, regardless of whether students are enrolled in Non-English or English Departments. Non-English departments, including those in tourism, law, economics, pharmacy, and other fields, require English as well. The way English is taught in the civic department, for example, varies from how it is taught in the economics department. The language items and sub-skills necessary for the civic department differ from those required in the economics department. This study, aim to examine civic students’ necessities, lacks, and wants in learning English & Analyze civic students’ perception toward the ESP program in fulfilling their lacks and wants in learning English. This research descriptive qualitative researcher. The population of this study was 160 of civic education students ‘who were studying in University Of Mataram academic year 2021-2022. The number of samples used was 30 students who were taken using purposive sampling techniques. In gathering the data, this study used a questionnaire and an interview. The questionnaire consists of questions related to demographic information, necessities, wants, lacks, and perceptions toward the English program in fulfilling the students' wants. Meanwhile, a semi-structured interview was used to strengthen the data from the questionnaire. The research data show that civic education students needed English to pass the TOFL exam, which 43.3% did, followed by learning it for future careers, which accounted for 40% of their responses. Furthermore, most of the students wanted to be able to master vocabulary in English related to citizenship studies, listen to speeches and other spoken resources in English, write civic documents in English, and be able to read English civic documents at the end of the English course. Furthermore, it was discovered that the majority of them lacked speaking and listening skills. In terms of student perception, it was discovered that civic education students perceived the English program as fulfilling their wants because they were provided with learning techniques to satisfy their wants and lacks.
44
Andri Okta Firmansyah, Muhammad Fadjri, Lalu Nurtaat et Amrullah. « An Analysis of Civic Education Students’ Perception Toward Their Needs in Learning English for Specific Purpose in University of Mataram ». Journal of English Education Forum (JEEF) 3, no 2 (30 décembre 2023) : 40–46. http://dx.doi.org/10.29303/jeef.v3i2.477.
Texte intégralRésumé :
This study, aim to examine civic students’ necessities, lacks, and wants in learning English & Analyze civic students’ perception toward the ESP program in fulfilling their lacks and wants in learning English. This research descriptive qualitative researcher. The population of this study was 160 of civic education students ‘who were studying in University Of Mataram academic year 2021-2022. The number of samples used was 30 students who were taken using purposive sampling techniques. In gathering the data, this study used a questionnaire and an interview. The questionnaire consists of questions related to demographic information, necessities, wants, lacks, and perceptions toward the English program in fulfilling the students' wants. Meanwhile, a semi-structured interview was used to strengthen the data from the questionnaire. The research data show that civic education students needed English to pass the TOEFL exam, which 43.3% did, followed by learning it for future careers, which accounted for 40% of their responses. Furthermore, most of the students wanted to be able to master vocabulary in English related to citizenship studies, listen to speeches and other spoken resources in English, write civic documents in English, and be able to read English civic documents at the end of the English course. Furthermore, it was discovered that the majority of them lacked speaking and listening skills. In terms of student perception, it was discovered that civic education students perceived the English program as fulfilling their wants because they were provided with learning techniques to satisfy their wants and lacks
45
Bergeron, David M. « Representation in Renaissance English Civic Pageants ». Theatre Journal 40, no 3 (octobre 1988) : 319. http://dx.doi.org/10.2307/3208322.
Texte intégral
46
Rahmani, Eka Fajar. « A Need Analysis on English for Civic Education from the Students’ Perspectives ». Daengku : Journal of Humanities and Social Sciences Innovation 3, no 6 (5 novembre 2023) : 957–66. http://dx.doi.org/10.35877/454ri.daengku2121.
Texte intégralRésumé :
This study aims at analyzing the needs of students of Civic Education study program towards English. It is conducted to provide a basis for ESP lecturers or practitioners in developing handout or teaching learning materials and activities which are suitable for the Civic Education study program students This is a descriptive study. the participants were 39 first-semester students of Civic Education study program. The tool of data collection was questionnaire consisting of 7 items asking about the students’ needs. The data were analyzed using percentages, and presented in charts. Most students (79.5%) said English is important, indicating they require it. They lack English knowledge (79.5%) and consider their English skills moderate (63.2%). Their English abilities, activities, exercises, and subject subjects focused on speaking (79.5%) and group work (74.4%), with citizenship and human rights (66.7%) being the most requested topic. This study investigates Civic Education students'' language learning demands and English’s impact on academic and career success. Most pupils regarded English’s global importance and academic and professional potential. The survey concluded that Civic Education students need linguistic support and courses because they are lack of knowledge of English terms. Different self-assessed English levels require different instructional techniques and language support to master.
47
Bergeron, David M. « The Bible in English Renaissance Civic Pageants ». Comparative Drama 20, no 2 (1986) : 160–70. http://dx.doi.org/10.1353/cdr.1986.0022.
Texte intégral
48
Gidal, Eric. « Civic Melancholy : English Gloom and French Enlightenment ». Eighteenth-Century Studies 37, no 1 (2003) : 23–45. http://dx.doi.org/10.1353/ecs.2003.0061.
Texte intégral
49
Makki Alamdari, Sara. « Civic Attitudes and Engagement Among Middle Eastern and North African Refugees and Immigrants in the U.S. » Advances in Social Work 20, no 1 (30 juillet 2020) : 114–31. http://dx.doi.org/10.18060/23687.
Texte intégralRésumé :
Given the importance of civic engagement to the well-being of immigrants and refugees and their communities, the goal of the current study was to investigate civic attitudes among immigrants and refugees from the Middle East and North Africa (MENA). First, the researcher examined predictors of civic attitudes. Second, the mediating effect of attitudes between the potential predictors (i.e., gender, health status, English proficiency, and the U.S. length of stay) and level of civic engagement was investigated. The researcher recruited 145 respondents to complete online and paper-based surveys. Using linear regression models, the results show that health and English language proficiency significantly predict civic attitudes among this group. Attitudes also mediated between health status and level of civic engagement. This study provides some implications for social work, resettlement programs, health policies, and civic organizations that can be beneficial for the target group as well as for the host communities.
50
FITZMAURICE, ANDREW. « THE CIVIC SOLUTION TO THE CRISIS OF ENGLISH COLONIZATION, 1609–1625 ». Historical Journal 42, no 1 (mars 1999) : 25–51. http://dx.doi.org/10.1017/s0018246x98008267.
Texte intégralRésumé :
Historians have portrayed the Virginia Company and its colony, the first permanent English settlement in America, as an essentially commercial enterprise. The atmosphere of the colony is represented accordingly as one of proto-capitalist individualism. This paper shows that the Virginia Company promoters described the aims of its colony in civic terms: that is, in terms of a politics of virtue, citizenship, and the pursuit of the common good. Promoters of the colony drew on a civic tradition particularly hostile to commerce; a tradition in which wealth was portrayed as Asiatic luxury and corruption. The civic arguments of the Company were a response to the commercial and human disasters which characterized the first years of the colony and its Elizabethan predecessors. The civic ideology promoted by the Company was an attempt to remedy what were perceived to be the causes of this disastrous situation – corruption, greed, faction, and idleness. The promoters' civic arguments also provided an ideological motivation both for potential investors and colonists who might otherwise have been deterred by the financial and human expense.