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HUDSON, RICHARD, e JOHN WALMSLEY. "The English Patient: English grammar and teaching in the twentieth century". Journal of Linguistics 41, n.º 3 (novembro de 2005): 593–622. http://dx.doi.org/10.1017/s0022226705003464.
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In the first half of the twentieth century, English grammar disappeared from the curriculum of most schools in England, but since the 1960s it has gradually been reconceptualised, under the influence of linguistics, and now once again has a central place in the official curriculum. Our aim is not only to document these changes, but also to explain them. We suggest that the decline of grammar in schools was linked to a similar gap in English universities, where there was virtually no serious research or teaching on English grammar. Conversely, the upsurge of academic research since the 1960s has provided a healthy foundation for school-level work and has prevented a simple return to old-fashioned grammar-teaching now that grammar is once again fashionable. We argue that linguists should be more aware of the links between their research and the school curriculum.
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Winfield, Linda F. "Lessons From the Field: Case Studies of Evolving Schoolwide Projects". Educational Evaluation and Policy Analysis 13, n.º 4 (dezembro de 1991): 353–62. http://dx.doi.org/10.3102/01623737013004353.
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This study describes changes that occurred in one of the nation’s largest urban school systems on the East Coast following passage of the Hawkins-Stafford Amendments. Case study methods were used to describe the central office and system role and changes at the elementary school level in selected sites. A major emphasis of central office framework for school wide projects (SWPs) was school-based management and instructional frameworks based on effective schools research. The primary type of instructional intervention at the school level was reduction of class size during reading and math instruction. School wide projects offer the potential for improving learning outcomes of disadvantaged students but require coordinated and direct support from the central office and district
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Githinji, Damaris Gakii, e Milton Kigaro Lihanda. "The Influence of School Resources on Instruction of Kiswahili Grammar in Baringo Central Sub-County". Editon Consortium Journal of Kiswahili 1, n.º 1 (30 de abril de 2019): 1–13. http://dx.doi.org/10.51317/ecjkisw.v1i1.31.
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The study set out to investigate how school resources influence the instruction of Kiswahili grammarin Baringo Central Sub-County. Kiswahili is among the core subjects taught in secondary schoolscurriculum in Kenya. It is the official and national language in the Republic of Kenya. There, however,have been several challenges affecting the subject in schools. From the study, it was established that66.7% of sampled schools lacked the necessary teaching and learning resources like library and classeshence impeding academic achievement. The study will be useful in helping school authorities, theMinistry of Education, County authorities and other stakeholders to understand the role played byresource availability in facilitating the instruction of Kiswahili grammar in Baringo Central Sub-County.It recommends that the Ministry of Education, school authorities, County authorities and otherstakeholders should provide enough facilities and resources for teaching and learning like libraries andclassrooms.
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Nilsson, Tore, Pirjo Harjanne e Pernilla Steuer. "Between theory and practice". Apples - Journal of Applied Language Studies 13, n.º 1 (19 de fevereiro de 2019): 113–31. http://dx.doi.org/10.17011/apples/urn.201903011692.
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The present study explores patterns of cognition among 14 foreign language (FL) teacher students in Sweden regarding teaching oral proficiency and grammar in French German, Italian and Spanish. It is based on reflective cumulative log texts written by the students during a theoretical course in FL pedagogy. The log texts were investigated using qualitative content analysis to uncover central themes and patterns of agency. The findings indicate, among other things, that the FL teacher students hold strong experience-based cognitions regarding teaching both oral proficiency and grammar, and that, regardless if their FL learning experiences at school were based on form-focused teaching or communicative teaching, they struggle to negotiate the role of grammar in a communicative language teaching framework.
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Ardiansyah, Ade Arip, e Azhar Muhammad. "Implementation of Integrative Arabic Grammar (Nahwu & Sharaf) Curriculum in Islamic Boarding School". Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 3, n.º 3 (31 de dezembro de 2020): 211–28. http://dx.doi.org/10.22219/jiz.v3i3.13264.
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Learning Nahwu & Sharaf is considered a frightening subject by students in Islamic boarding schools and informal Islamic boarding schools. One of the reasons is that the institution's existing curriculum has not been planned and presented correctly. One of the institutions with an integrative curriculum to teach Nahwu & Sharaf subjects considered acceptable is the Darul Uluum Islamic Boarding School.This study aimed to describe Nahwu & Sharaf curriculum development concepts and models at Daarul Uluum Islamic boarding school at Majalengka supporting and inhibiting implementing the curriculum. The method used in this study was qualitative research. Data collection used interviews, the teacher's approach to teaching Nahwu & Sharaf, and the Islamic boarding school syllabus.The results showed that Nahwu & Sharaf curriculum development model was a central de-central, which combined two administrative approaches and the grassroots approach. The supporting factors were: 1) Motivation of leaders of Islamic boarding school; 2) Commitments of leaders of Islamic boarding schoolto develop curriculum, 3) Professional competence of Nahwu & Sharaf teachers, and 4) Input of students who have an initial understanding of the material to be obtainable. The inhibiting factors were: 1) the lack of individual funding allocations; 2) the teacher has not been able to properly teach students the material in Nahwu & Sharaf syllabus; 3) the unequal ability of teachers to teach in class Nahwu & Sharaf subjects; and 4) students feel bored while studying in class.
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Pahalawatta, Upuli, e Amanda Dawson. "An Introduction to Coastal Wilderness Medicine: BEACCHEs". Prehospital and Disaster Medicine 34, s1 (maio de 2019): s142—s143. http://dx.doi.org/10.1017/s1049023x19003169.
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Introduction:Beginning Education at Central Coast Hospitals (BEACCHEs) was developed as an experiential wilderness experience to assist with student exposure to new hazards when commencing at a coastal regional hospital. The coast has several hazards which are specific to the area.Aim:To provide students with first responder education for situations commonly encountered on the Central Coast.Methods:Sessions on first responder training specific to coastal and remote locations included: first aid and surf safety with the Ocean Beach Surf-Lifesaving Club and anti-venom education with the Australian Reptile Park. Education was provided regarding the transition from academic to clinical medicine including support and workload management. A two-day workshop was held on the Central Coast. Pre- and post-workshop surveys were conducted with a combination of matrix questions, Likert response scales, and long answer questions. Ethics was obtained. Both quantitative and qualitative responses were analyzed.Results:Excellent feedback regarding this program was received. All students reported an increase in knowledge in all three domains of critical medicine and evacuation issues, student health and workload management, and Central Coast community and environment. The areas of greatest knowledge in each of these domains were the management of surf incidents, signs and symptoms of PTSD, and Central Coast marine and ocean environment. A confidence increase was seen in responding effectively to an emergency, particularly, in response to improvisation in the field. All findings were statistically significant with all P-values <0.01.Discussion:The addition of BEACCHEs to the orientation of medical students at the Central Coast Medical School has demonstrated to be an effective program for allowing students to adjust more quickly to the new clinical environment. Following the success of this program, BEACCHEs is expected to become part of the new Junior Medical Officer orientation in 2019.
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Jefferts, Katharine, Janusz Burczynski e William G. Pearcy. "Acoustical Assessment of Squid (Loligo opalescens) off the Central Oregon Coast". Canadian Journal of Fisheries and Aquatic Sciences 44, n.º 6 (1 de junho de 1987): 1261–67. http://dx.doi.org/10.1139/f87-149.
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Squid (Loligo opalescens) were surveyed acoustically in an area off the Oregon coast using dual-beam and echo integrator techniques. The method developed is shown to be feasible for in situ estimation of target strength, distribution, and abundance of midwater squids. Average target strength was estimated both while drifting with a squid school and cruising over one. The values derived, −58.6 to −58.7 dB, are much lower than previous estimates, but more realistic in relation to the target strength of fishes. Schools judged to be fish or squid showed little difference in depth or size, but varied significantly in geographic distribution. Density estimates ranged from 9.9 t/km2 in a known spawning area to 0.93 t/km2 in an adjacent area.
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Medina, Elsa, Richard Grassl e Mary Fay-Zenk. "Fun with Triangular Numbers". Mathematics Teaching in the Middle School 20, n.º 2 (setembro de 2014): 116–23. http://dx.doi.org/10.5951/mathteacmiddscho.20.2.0116.
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It is a beautiful summer day on the central coast of California. While some students are enjoying days at the park or at the beach, forty middle school students are in a classroom solving challenging mathematics problems. And they are loving it!
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Mudrák, József. "A debreceni Kossuth Lajos Tudományegyetem archontológiája 1950–1990 XII. rész". Gerundium 9, n.º 3 (18 de março de 2019): 127–46. http://dx.doi.org/10.29116/gerundium/2018/3/8.
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The Archontology of Lajos Kossuth University of Arts and Sciences (1950–1990), Part XII : Teacher Training Gramm ar School and Teacher Training Primary School. The Archontology of Kossuth University for the School of Arts, the School of Sciences, and for the so-called „Central Units” between January 1, 1950, and December 31, 1990, was compiled on the basis of the personal cards and personal files of the Personnel Department of the Rector’s Office, and the scantily documented section for the 1950s was supplemented from the annually arranged documentary material of the Personnel Office. Even so, however, the existing material fails to be complete. It is impossible to compile the archontology with perfect accuracy. Part XII presents the complete list pertaining to the teacher training grammar school and teacher training elementary school.
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Murniati, Cecilia Titiek, e Angelika Riyandari. "THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA". Celt: A Journal of Culture, English Language Teaching & Literature 16, n.º 1 (20 de julho de 2016): 133. http://dx.doi.org/10.24167/celt.v16i1.566.
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Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.
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Alvarez, Jay-jay C., Chito I. Cuebillas, Sharmaine B. Solano, Jessabel M. Sulana, Ginalyn M. Toledano, Donna Claire B. Cañeza e Darrel M. Ocampo. "Impact of TikTok Application to the Second Language Acquisition of Grade 10 Students". SHS Web of Conferences 182 (2024): 03002. http://dx.doi.org/10.1051/shsconf/202418203002.
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This research explores the Impact of the TikTok Application on Second Language Acquisition among Grade 10 students at the Central Bicol State University of Agriculture – Sipocot Laboratory High School. Employing a descriptive correlation method, the study aimed to discern the perceived impact of TikTok on second language acquisition, assess its utilization concerning grammar, vocabulary, and pronunciation, and establish a significant relationship between TikTok use and language acquisition. Various statistical treatments were used, i.e., weighted mean and ranking technique and Pearson’s R. The data were collected from 40 Grade 10 students using a researcher-made survey questionnaire and Google Form. The results indicated a consistently high utilization of TikTok across grammar, vocabulary, and pronunciation domains, with an overall weighted mean of 3.29, interpreted as ‘always.’ Significantly, the relationship between TikTok usage and its perceived impact on second language acquisition was affirmed (grammar p-value = 0.000 <0.001, vocabulary p-value = 0.000 <0.001, pronunciation p-value = 0.000 <0.001), suggesting a strong correlation. This study concludes that TikTok positively influences language learning in the specified domains, as evidenced by students’ favorable attitudes. Lastly, this study recommends that language teachers utilize the TikTok application as a tool to improve students’ language skills in grammar, vocabulary, and pronunciation.
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Pandey, Madhukar. "English Language Teachers’ Perception of Teaching Writing in Nepali High Schools". Journal of TESON 3, n.º 1 (31 de dezembro de 2022): 91–100. http://dx.doi.org/10.3126/jteson.v3i1.51771.
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Writing is a part of learning a language in any academic institution. As teaching writing is a process of learning this article tries to dig out the reasons why teaching writing is becoming complex and rigid in Nepali high school classrooms. In this study, for the purpose of data collection, ten Nepali high school English teachers were interviewed and they shared their experiences of teaching writing skills in their classrooms. The study found some issues that make teaching writing more complex: central- design curriculum, a lack of resources and training, and a lack of English competency of the students in the classrooms. Moreover, students’ performance in grammar, word combination, and sentence composition is rather low that does not encourage students to write. Hence, teaching writing in Nepali high school classrooms is considered a complex genre.
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Hamidah, Hamidah, Yulia Rahmah, Uswatun Hasanah, Selvianor Selvianor e Ajahari Ajahari. "Developing Arabic Grammar Materials Based on Contextual Learning at Islamic Boarding School in Indonesia". Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 12, n.º 1 (2 de junho de 2024): 133–46. http://dx.doi.org/10.23971/altarib.v12i1.8292.
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This study aims to describe the development of contextual-based supplementary Nahwu teaching materials in five pesantren in Central Kalimantan using the Matan al-Ajrumiyyah text. The research uses a descriptive qualitative and quantitative EDDIE model approach. The subjects are seven ustadz. Data were collected through observation, interviews, documentation, and questionnaires. Experts validated the teaching materials. Qualitative data were analyzed using Miles and Huberman's method, involving data reduction, display, and conclusion drawing. Quantitative data from questionnaires were analyzed using the mean formula. The analysis revealed a need to shift from traditional to contextual-based learning, leading to the development of supplementary Nahwu teaching materials. The design phase identified the learning experiences and specific skills needed by the students. The designed materials included introductions (apperception), examples, explanations, exercises, conclusions, and reflections. The development phase involved creating supplementary materials to achieve the learning objectives, along with determining strategies, methods, and media. Expert validation showed an average validity score of 3.71, with a validity rate of 92.75%, categorizing it as very valid and usable without revision. Theoretical implications suggest that contextual-based Nahwu learning helps learners understand Nahwu and apply Arabic communication. Educational institutions teaching Nahwu can implement contextual-based learning to facilitate students' application of Nahwu.
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Krivosheina, N. P., A. I. Fedorov, E. M. Kazin, I. A. Sviridova, N. N. Koshko e M. S. Kolomeets. "FEATURES OF PSYCHOPHYSIOLOGICAL DEVELOPMENT AND ADAPTATION OF BOYS AND GIRLS AT THE STAGE OF PREPARATION FOR SCHOOL AND THE BEGINNING OF SCHOOL EDUCATION". Bulletin of Kemerovo State University, n.º 2 (29 de junho de 2017): 151–57. http://dx.doi.org/10.21603/2078-8975-2017-2-151-157.
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The article features the analysis of features of physiological adaptation and the rate of physiological development in boys and girls of preparatory kindergarten groups and 1 – 2 grades of grammar school. The analysis points out the differences of neurodynamic indicators, physiological adaptation and the degree of activity of the autonomic nervous system among 6 – 8 year-old boys and girls. It has been found that, regardless of age, boys are characterized by a lower level of development of mental functions, lower balance of processes of excitation and inhibition in the central nervous system, with faster visual-motor response. They are characterized by a higher degree of tension of regulatory mechanisms. Individuals with symptoms of attention deficit and social-psychological deficits are often detected in this group. Girls display neurodynamic indicators that are most optimal for the corresponding age period, a high level of mental functions development; in this group we observed mainly balanced or parasympathetic influence on heart rate and more satisfactory functional state.
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WATT, PD. "An evaluation of 1994 school entry immunization certificates on the Central Coast of New South Wales". Journal of Paediatrics and Child Health 32, n.º 2 (abril de 1996): 125–31. http://dx.doi.org/10.1111/j.1440-1754.1996.tb00908.x.
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Nur, Muhammad Rauuf Oktavian, Yusiana Ardita e Brilliant Oliviera. "Digital Native Students’ Perspectives of Online Games Use for Learning Grammar in English Class at Avizena.Edu Private Course". Jurnal Studi Guru dan Pembelajaran 3, n.º 1 (22 de fevereiro de 2020): 24–30. http://dx.doi.org/10.30605/jsgp.3.1.2020.236.
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As one of the important factors in learning language, learning grammar become a great topic to discuss and enhance. Digital native students who are common in use their devices in order to help them enhance their learning language, online games are unique media to apply in their language class. This study conducted at Avizena.edu private courses in Magelang, Central Java Province, Indonesia. High school students who were enrolled in the English class are our respondents. The survey conducted the following aspects: preferences, actual use, ease of use, experience, and learning opportunities. Digital native students were also invited to share potential positive and negative benefits for online game use in the classroom. A hundred students completed the survey. Results indicate that most students viewed the potential utilization and integration of online games as positive. Moreover, some digital native students expressed pertain that the use of language online games may not give an efficient or effective method and impact in learning grammar activities.
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Hanifah, Mahat, Hashim Mohmadisa, Nayan Nasir, Saleh Yazid e Norkhaidi Saiyidatina Balkhis. "Mapping of Student Sustainable Development Education Knowledge in Malaysia using Geographical Information System (GIS)". World Journal of Education 8, n.º 1 (30 de janeiro de 2018): 27. http://dx.doi.org/10.5430/wje.v8n1p27.
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This article aims to examine the levels of education for sustainable development (ESD) knowledge among studentsin secondary schools according to zones in Malaysia by using GIS mapping. The five main zones of the study werethe north zone, the south zone, the east coast zone, the central zone, and the East Malaysia zone. This quantitativeform of study used a questionnaire as research instrument. Two types of sampling techniques were applied, namelystratified sampling for school selection and simple random sampling for choosing respondents from the selectedschools. The three ESD knowledge variables measured in this study were knowledge of ESD content, knowledge ofenvironmental education and knowledge of health. The study results showed that in general the levels of sustainabledevelopment education knowledge of secondary school students in all zones were high for ESD content knowledgewhile moderate for environmental education knowledge and health knowledge. Meanwhile, the GIS map clearlyindicates the levels of knowledge among students seemed high in the north zone, central zone and east Malaysia zone,at moderate levels in the south zone, and low in the east coast zone. In conclusion, there are differences between thezones in terms of levels of knowledge of sustainable development education, and this gives an indication thatincreasing sustainability-related activities in these zones with the participation of all parties—especially schools,local communities and non-governmental organisations—may disseminate sustainability knowledge and practices atall age levels and all school locations.
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Scheffler, Paweł. "Review of Early instructed second language acquisition: Pathways to competence; Editors: Joanna Rokita-Jaśkow, Melanie Ellis; Publisher: Multilingual Matters, 2019; ISBN: 9781788922494; Pages: 257". Studies in Second Language Learning and Teaching 9, n.º 4 (31 de dezembro de 2019): 737–44. http://dx.doi.org/10.14746/ssllt.2019.9.4.8.
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In a large scale survey of teachers’ perceptions of the challenges they face in teaching English to young primary school learners (Copland, Garton, & Burns, 2014), some of the key issues that are identified are as follows: teaching speaking, using only English in the classroom, enhancing motivation, maintaining discipline, catering for different individual needs (including special educational needs), dealing with parents, and teaching grammar as well as reading and writing. The relevance of Early Instructed Second Language Acquisition, edited by Rokita-Jaśkow and Ellis, is clearly shown by the fact that it addresses most of these central issues.
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Fazekas, Imre. "Dr. Kuthy Béla entomológiai gyűjteménye II. Microlepidoptera (Lepidoptera)". Natura Somogyiensis, n.º 28 (2016): 75–88. http://dx.doi.org/10.24394/natsom.2016.28.75.
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Béla Kuthy (1873–1946) was a physician and excellent entomologist who lived in Kiskunhalas (Central Hungary) and studied the local fauna from 1920 to 1946. After his death the collection was housed in a secondary grammar school without special attention. Three years ago collection was moved to the entomological collection of the Rippl-Rónai Museum in Kaposvár. The author re-determined the micro-moth collection to publish the faunistical data. The list contains the locality data of 163 Microlepidoptera species from Hungary. The specimens were identified with examination of the genital features. Text in Hungarian with 8 figures.
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Ahmetović, Emnijeta. "Varieties of English language in Lexical, Grammatical and Spelling Domain in Bosnian Highschool Context". MAP Education and Humanities 1, n.º 2 (24 de dezembro de 2021): 32–42. http://dx.doi.org/10.53880/2744-2373.2021.1.2.32.
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Classified as a Germanic language and evidently a common language, a lingua franca of the world, after years of development, English has formed a number of varieties differing in many areas, including vocabulary, pronunciation, spelling, grammar, and in some cases, accent. As a result of its widespread, it is crucial to know which variety is used, yet preferred by learners, and observe differences between them. Therefore, the current study aimed to examine the two most commonly used, often mixed, varieties of English, namely American English and British English, in one high school in central Bosnia and Herzegovina. Moreover, we aimed , to see whether students are aware of the significant differences in spelling, vocabulary, and grammatical structure. In doing so, 50 randomly selected high school students were given a test consisting of written differences related to lexical items, spelling, as well as differences visible in grammar. The findings revealed that the majority of participants prefer British English, though they are not totally aware of the differences in the mentioned areas between these two varieties; as a result, they are frequently mixing them. Lacking knowledge about these two primary varieties of English would, undeniably in some cases, lead to misunderstanding; thus, teachers should pay more attention and give more effort to raise the learners’ awareness of different varieties and their distinctive aspects.
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Owusu, Dominic, e Anthony K. Nkyi. "Impact of Occupational Stress and Burnout on Turnover Intentions among Senior High School Teachers in the Cape Coast Metropolis, Ghana". Journal of Education and Practice 5, n.º 1 (12 de fevereiro de 2021): 1–16. http://dx.doi.org/10.47941/jep.524.
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Purpose: Despite the increasing concern about occupational stress, burnout and turnover intentions in society and in social service organisations especially among teachers in schools, results give evidence that teachers encounter several grades of stress and burnout in their occupation. This causes teachers to sometimes or most times harbour the intention to leave their job for other occupations. This study assessed the impact of occupational stress and burnout on turnover intentions among senior high school teachers in the Cape Coast Metropolis, Ghana. The study again looked at the relationships that exist among occupational stress, burnout, job dissatisfaction and turnover intentions among Senior High School teachers in Cape Coast Metropolis.Methodology: The study employed the descriptive survey design and made use of both descriptive and inferential data analysis approaches. The population comprised teachers from the 15 Senior High Schools in the Cape Coast metropolis of the Central Region of Ghana. The study employed a multi-stage sampling technique. The study further employed a census method to include all the teachers from the ten selected schoolsResults: The study revealed that occupational stress and burn out had significant impact on turnover intention among Senior High School teachers in Cape Coast Metropolis. F (2, 517) = 9.898, p < 0.05. Also, the results of the study indicated that generally job dissatisfaction had statistically significant impact on turnover intention of the participants. F (1, 518) = 82.163 p < 0.05.Unique contribution to theory, policy, and practice: It was recommended that heads of senior high school institutions can organize effective programs such as a professional development programme for staff, organize workshops or talks on stress management, motivation, and awareness-raising for teachers. Teachers’ working conditions and wellbeing are adequate catered for by their employers. Schools should constantly design programme such as in-service training, workshops and reinforcing compensation package that would arouse and sustain teachers to stay on their job in spite of any daunting challenges that they may face.
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Mitrovic, Marija. "ITALIAN GRAMMATICOGRAPHY BETWEEN TRADITIONAL AND CONTEMPORARY LINGUISTICS". Folia linguistica et litteraria XII, n.º 35 (2021): 275–93. http://dx.doi.org/10.31902/fll.35.2021.14.
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The aim of this paper is to show the current situation in contemporary Italian grammaticography, i.e., to analyse grammatical models (traditional, generative and dependency model) grammar reference books for different purposes are based on. By means of diachronic and synchronic analysis of grammar reference books, we have examined and showed to what extent traditional theories and terminology are retained, i.e., to what extent generative grammar and valency theory are present. The introductory part of the paper shows the development of Italian grammaticography from the first generative research conducted in Italy to this day. The first Italian generative grammar books were published in the late 1960s and early 1970s (Costabile 1967, Saltarelli 1970, Gamberini 1971, Parisi, Antinucci 1973), i.e., shortly after Noam Chomsky’s first monographs on generative grammar theory were published. However, although it can be said that Italian grammaticography kept up to date with the research carried out worldwide in the field of linguistics, the first comprehensive descriptive grammar book (Comprehensive Consultative Italian Grammar Book) was not published until 1988, when the most comprehensive traditional Italian grammar book by Luca Serianni was published as well, which is the reason why that year is considered to be a turning point in Italian linguistics. Following this turn of events, which is frequently described as revolutionary, grammar book production has flourished while authors have begun to turn to new linguistic theories more and more, i.e., mostly to the fruits of generative grammar and other theories formulated within its framework, although not for want of work dedicated to traditional grammar. Therefore, for the last two and a half decades, Italian grammaticography has abounded in traditional grammar books mainly for the purposes of school use and “new” (Andreose 2017), i.e., „modern” (Vanelli 2010) grammar books primarily for the purposes of pursuing linguistic issues professionally, as well as studying languages at the university level. The central part of the paper is dedicated to analysing individually some of the most renowned grammar books published during the first decades of the 21st century (Salvi, Vanelli 2004, Andorno 2003, Sabatini et al. 2011, Ferrari, Zampese 2016) with the aim of showing their new features in relation to tradition (the reference point of traditional linguistics was the Serianni's grammar book) regarding terminology, the norm, topics and the organisation of the very grammar books. The main conclusion of this research is that contemporary grammar books actually show the greatest departure from tradition concerning the norm and the examples sentence analyses are based on, since normative grammar books, whose goal is to establish certain grammar rules, are completely rejected and replaced by detailed descriptive grammar books aiming at describing fully all registers of the Italian language and all its possible linguistic constructions, regardless of their grammatical accuracy. A somewhat minor, but still quite significant, departure from tradition can be seen in the organisation of grammar books and topics they deal with, since syntax has surely taken precedence in analysis, but also that some traditional topics have been rejected, while some new topics have been included in grammatical analyses (e.g. phonetics and textual linguistics). The characteristic which, nonetheless, has undergone minimal changes in that “transition” from the traditional to the modern way of linguistic analysis is terminology that can be concluded to have been brought up to date and expanded rather that completely changed.
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Ahmetović, Emnijeta, e Vildana Dubravac. "Elementary School EFL Learning Experience: A Needs Analysis". Theory and Practice in Language Studies 11, n.º 12 (2 de dezembro de 2021): 1515–25. http://dx.doi.org/10.17507/tpls.1112.02.
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Regular curriculum modifications and the shift from a teacher-centered to a learner-centered paradigm in educational institutions are meant to enhance the teaching-learning process and fulfill learners' needs as successfully as possible. This study aimed to examine learners' attitudes towards learning English, their needs/wants, learning preferences, strategies, and lesson topics. Moreover, it also investigated the differences in learning preferences based on grade level. The data were gathered from a survey administrated to 200 elementary school students in Central Bosnia and Herzegovina. The findings illustrated that the participants generally have a positive attitude towards learning English with more significant extrinsic reasons motivating them to learn it. Regarding students' needs, the analysis revealed that overall, students found writing the most challenging and speaking the most desirable language skill. Furthermore, the majority of the participants reported that they like to learn by reading texts or stories, finding the discussion in the classroom the most annoying classroom activity. While learning vocabulary by translating new words is regarded as the most beneficial method, doing written exercises at school presents the most significant way of acquiring grammar. Moreover, the study identified a significant influence of a grade level on the preferred ways of learning English.
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Moncayo Herrera, Enrique. "Improving pronunciation of -S ending in an Ecuadorian EFL class". Research, Society and Development 12, n.º 12 (13 de novembro de 2023): e55121243995. http://dx.doi.org/10.33448/rsd-v12i12.43995.
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This research aims to improve students' pronunciation of the -S ending sound in a group of twenty-one EFL learners from a private high school on the Ecuadorian coast where the pronunciation of the -s ending appears weak on them. By using PRAAT computer software and exploring whether, after using it, their pronunciation had improved; To answer this question, we present to students the specific grammar aspect of /z/ /iz/ /s/ English pronunciation, recorded sounds with complete sentences, verbs and nouns from a native English speaker is used to help students to analyze their pronunciation as the native speaker does by using this software. The final results demonstrated that some learners improved their pronunciation of the -S ending sounds, yet others did not; students concerned about their English proficiency improved compared to the ones with low proficiency levels. The study suggests using technological tools to teach and learn pronunciation, as some students do not like to learn a second language. Teachers must apply their curriculum to teach pronunciation with the help of technological tools.
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Amoah, Charles Agyei, e Emmanuel Eshun. "Assessing the reasoning skills of biology students in selected senior high schools in the central region of Ghana". International Journal of Scientific Research and Management 6, n.º 04 (28 de abril de 2018): 299–304. http://dx.doi.org/10.18535/ijsrm/v6i4.el12.
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The purpose of the study was to determine the competency level of senior high school (SHS) biology students in reasoning skills and see whether the type of school a student attends and gender has influence on the proficiency in demonstrating reasoning skills when SHS biology students are engaged in laboratory work. The study adopted the “Basic Skills Assessment” approach. The population for the study was 665 SHS 3 elective biology students offering General Science programme for the 2015/ 2016 academic year in the Cape Coast Metropolis in the Central Region of Ghana. The sample consisted of 114 students from both single sex and co-educational Senior High Schools (SHS) offering elective biology for the West African Secondary School Certificate Examinations (WASSCE). Purposive sampling was used to select the schools which participated in the study. One single-sex girls’ school, one single-sex boys’ school and one co-educational (mixed) school were selected. The findings from the study revealed that school type was found to be significantly related to the performance of students at reasoning skills. However, single-sex boys did not differ significantly from mixed schools. Gender was found not to be significantly related to the performance of the students at reasoning skills. However, greater proportion of males exhibited same levels of reasoning skills than their female counterparts. It was recommended that female biology students must be made to do more laboratory work that involves reasoning to improve their reasoning skills.
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Sorkpor, Richmond Stephen, Daniel Apaak e Edward Wilson Ansah. "Impact of Developmental Games on Balance Abilities of Basic School Children in Cape Coast Metropolis, Central Region, Ghana". International Journal of Education and Teaching 1, n.º 4 (12 de maio de 2021): 1. http://dx.doi.org/10.51483/ijedt.1.4.2021.1-8.
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Wang, Shiyao. "A Study on the Introduction of Flipped Classroom to Chinese EFL Students". Lecture Notes in Education Psychology and Public Media 1, n.º 1 (26 de dezembro de 2021): 82–93. http://dx.doi.org/10.54254/lnep.iceipi.2021170.
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This study delves into the effects of implementing a FC model in teaching L2 grammar to Chinese students at the university level, in which the traditional learning procedure was reversed by replacing in-class grammar instruction with input presented in the form of pre-class online materials like PPT and online video. The idea of inquiring into the attitudinal change of Chinese EFL learners towards FC is central to this study with an attempt to explain it. The participants were 30 EFL students who have completed their education from primary school to university in China, with the expectation that they can further their studies in Australian schools. Three instruments were used to collect data: three questionnaires were distributed at different stages of curriculum development to collect quantitative data for revealing the changing trajectory of students' attitudes towards FC, along with the qualitative data acquired from interviews to dig into the root of students perspective toward FC classroom. The results indicated a promising trend regarding the students perspectives on FC, that is, students' attitude towards FC was becoming increasingly positive in despite of a rather low starting point.
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Davis, Ernest Kofi. "Linguistic Influences on Junior High School Students’ Mathematics Word Problem Solving". Ghana Journal of Education: Issues and Practice (GJE) 5 (1 de dezembro de 2019): 20–48. http://dx.doi.org/10.47963/gje.v5i.464.
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Mastery of language of instruction is important for the successful teaching and learning of Mathematics since mathematical concepts are communicated through the use of language. The study sought to find Ghanaian Junior High School (JHS) 2 students’ performance in Mathematics word problems. It also investigated the linguistic difficulties students face when solving Mathematics word problems and how their English language proficiency affect their problem-solving procedures. A sequential mixed methods design was employed in the study. The target population was made up of all JHS 2 public school students in the Cape Coast Metropolis in the Central Region of Ghana. One hundred and eighty-seven JHS 2 students were selected from six public schools in the Cape Coast Metropolis through stratified random sampling procedures. Achievement test and interview guide were developed and used for the study. The data collected through the test were analysed using descriptive statistics, while that of the interview were analysed using percentages and presented as narrative description with some illustrative examples from what students said in the process of explaining their procedures. The results from the study showed that students had very weak ability in Mathematics word problem solving. Their performance declined as the difficulty level of the questions increased from primary to JHS. The authors recommended amongst others, the need for Mathematics teachers to pay extra attention to the teaching of word problem solving in Mathematics and in- service and pre-service providers to pay attention to Mathematics word problem in professional development programmes.
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Jerram, Timothy. "James Valentine: Formerly Consultant Psychiatrist, University Health Service, Leeds". Psychiatric Bulletin 32, n.º 6 (junho de 2008): 237. http://dx.doi.org/10.1192/pb.bp.108.021089.
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James Valentine was born on 2 October 1906, of farming stock, in Glasgow. He won a scholarship to Hutcheson's Grammar School where he was an outstanding student (Dux Medalist, School Captain and Captain of cricket). He read Medicine at Glasgow where, he recalled, he met Ferguson Rodger (later Professor of Psychiatry) in their first week in the Anatomy Room and the two remained close friends until the latter's death. As a student Jim was active in many areas, but is particularly remembered for being a founding member of the National Party of Scotland (now the SNP) and serving on its National Council. He trained at Bethlem Royal Hospital (where, being in London, he was an assiduous theatre-goer). Then he went to Gartnavel Hospital, Glasgow, where his duties included waiting at Central Station to receive consignments of mosquitos from the Mott Clinic, Horton Hospital, Epsom, then used in the treatment of general paralysis of the insane (GPI).
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Mestel, Leon, e Bernard E. J. Pagel. "William Hunter McCrea. 13 December 1904 — 25 April 1999". Biographical Memoirs of Fellows of the Royal Society 53 (janeiro de 2007): 223–36. http://dx.doi.org/10.1098/rsbm.2007.0005.
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Sir William Hunter (‘Bill’) McCrea (1904–99), astrophysicist and relativist, was born on 13 December 1904 in Dublin, the elder son and eldest child of Robert Hunter McCrea (1877–1956), a schoolmaster, and Margaret née Hutton (1879–1962). His parents, of Irish stock, were brought up as strict nonconformists, but by the age of 18 years, while at Cambridge, Bill had become a confirmed Anglican, a faith he retained all his life. By 1907 the family had moved to Chesterfield, Derbyshire, where Bill attended first the Central (elementary) School and then the Grammar School, from which he won an entrance scholarship in mathematics to Trinity College, Cambridge. He read for the Mathematics Tripos, becoming a Wrangler in 1926. He specialized in those branches of mathematical physics that were stimulating exciting research at Cambridge, and after graduating he began research as one of the many pupils of R. H. (later Sir Ralph) Fowler FRS (to whom he paid warm tribute on his centenary in 1989).
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Rott, David. "Education for the Gifted and Talented: Student teachers reflecting about autonomy, control, and pedagogical diagnostics in a self-designed workshop program for gifted schoolchildren". Journal of the European Honors Council 3, n.º 2 (9 de novembro de 2019): 1–9. http://dx.doi.org/10.31378/jehc.97.
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In German schools, gifted education becomes more and more relevant, but it is still rare
in universities. University students in teacher education especially have only few opportunities to develop their talents in special programs like honors programs. This paper presents the results of a project in which student teachers designed three workshops on the basis of their own interests and strengths and planned these with school teachers.
To begin with, an overview over the honors programs in Germany is presented. The control and development of pedagogical diagnostics are discussed by a focus group from the perspective of the trainee teachers who developed the workshops for gifted gymnasium (i.e. grammar school) students, including their reflection of the degree of autonomy they experienced. The evaluation data were analyzed by the method of qualitative text analysis (Kuckartz, 2016) with a focus on the categories ‘autonomy and control’ and ‘pedagogical diagnostics.’ The central topic is the experience of competence in these fields.
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Tagle, Tania, Paulo Etchegaray, Claudio Díaz, Mabel Ortiz, Marcela Quintana e Lucía Ramos. "Kako učitelji ATJ ocenjujejo učenje jezika? Analiza instrumentov za ocenjevanje znanja angleščine, ki se uporabljajo v čilskih srednjih šolah". ELOPE: English Language Overseas Perspectives and Enquiries 21, n.º 1 (30 de junho de 2024): 111–27. http://dx.doi.org/10.4312/elope.21.1.111-127.
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The study analyses the assessment instruments designed by Chilean English as a Foreign Language (EFL) in-service teachers. The participants were 110 secondary school teachers from the central, northern, and southern areas of Chile. The data collection technique was document analysis of the assessment instruments designed in their teaching practices. The results suggest that the most typical instrument is a language test, while speaking/writing performance evaluations with rubrics and rating scales are used to a lesser degree, and all having writing, reading, grammar, and vocabulary as their primary assessment foci. It is suggested that universities and administrators of educational institutions promote opportunities for professional updating regarding language assessment. Moreover, pre-service teacher education needs to emphasize and strengthen this didactic dimension.
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Haugen, Tor Arne. "Funksjonell grammatikk som metaspråk i skulen – ei moglegheit for djupnelæring i arbeid med språk og tekst". Acta Didactica Norge 13, n.º 1 (20 de maio de 2019): 9. http://dx.doi.org/10.5617/adno.6240.
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SamandragKorleis kan funksjonell grammatikk skape grunnlag for djupnelæring i norsk-faget? I norskfaget er det ein lang tradisjon for å skilje tydeleg mellom språket som system og språket i bruk, og ein gjennomgang av nyare lærebøker retta mot lærarstudentar viser at ein framleis i stor grad held fast på dette skiljet. Dei tilrådde grammatiske termane til bruk i skuleverket bygger på ein strukturalistisk og dels generativ grammatikktradisjon der tekstar blir sett på som uinteressante som studieobjekt. I læreplanen i norsk er det derimot nettopp tekstar som er det sentrale, og det er såleis lite samsvar mellom teoretisk tilnærming til det grammatiske systemet og vektlegginga av grammatikken som metaspråk for arbeid med tekst i læreplanen. Funksjonell grammatikkundervisning er ikkje det same som funksjonell grammatikkteori, og i artikkelen blir det argumentert for å legge ei funksjonell tilnærming til språksystemet til grunn for arbeidet med grammatikk i skulen. I funksjonell grammatikk ser ein språksystemet og tekstlege realiseringar av systemet som to sider av same sak, og ein vil såleis ha eit betre grunnlag for å sjå ulike delar av faget i samanheng. Med ei djupare forståing for tydinga til språklege kategoriar vil ein også skape større potensial for overføring av kunnskap mellom ulike teksttypar og mellom ulike språk.Nøkkelord: funksjonell grammatikk, metaspråk, djupnelæringFunctional grammar as metalanguage in school– an opportunity for deep learning when working with language and textAbstractHow can functional grammar create a foundation for deeper learning in Norwegian studies? In Norwegian schools, there is a long tradition for distinguishing clearly between the language system and language in use, and a review of newer textbooks for teacher students shows that this approach is still valid. The officially recommended grammatical terminology for use in schools is based on a structuralist and partly generative grammar tradition in which texts are seen as uninteresting as objects of study. In the curriculum, on the other hand, texts are the most central objects of study, which means that there is little harmony between the theoretical approach to the grammatical system and the emphasis on grammar as metalanguage for work with texts in the curriculum. Functional grammar teaching is not the same as functional grammar theory, and in the article it is argued for a functional approach to the language system as a basis for the teaching of grammar in schools. In functional grammar, the language system and textual realisations of the system are two sides of the same coin, and it therefore provides a good basis for seeing connections between different subject areas. With a deeper understanding of the meaning of language categories, one will also create greater potential for transferring knowledge between different text types and between different languages.Keywords: functional grammar, metalanguage, deep learning
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Szubiakowski, Jacek Piotr. "Science popularization and European citizenship in Poland". Journal of Science Communication 06, n.º 03 (20 de setembro de 2007): C03. http://dx.doi.org/10.22323/2.06030303.
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The idea to link European citizenship and science education is surely new and uncommon in Poland, but we think, as SEDEC project, that can enrich both the panorama of science popularization outside and inside school system. I checked carefully curricula for every stage of school education looking for the topics concerning the developing of the European citizenship. I found that they are usually connected to the history, geography and some activities developing of the knowledge about generally defined citizenship. The spare topics connected directly to the science are present especially in grammar school curriculum. They may be divided into three groups: exploiting the common heritage, common object of interest and scientific community respectively. In that paper I would like to show how the activities in each of the group may influence the EU citizenship developing process. I am going to emphasize the good choice of science as a context or a medium for EU citizenship education. It may be an important point especially in Central Europe. Additionally I would like to present some auxiliary events that are enable through the external educational resources such as museum and planetarium.
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Liu, Xinyan. "The theory of the aspectuality of the Russian school in the focus of the Chinese linguistic school". Litera, n.º 6 (junho de 2022): 209–16. http://dx.doi.org/10.25136/2409-8698.2022.6.38040.
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The subject of the research is the theory of aspectuality in Russian and Chinese languages: this theory defines the main ways to prevent linguistic interference (the consequences of the influence of one language on another) among students. The object of the study is the theoretical study of the verb of the Russian and Chinese languages. The author examines in detail the functional characteristics of the category of aspectuality in Russian and Chinese languages. In addition, he explores the meaning of aspectual forms in the system of Russian and Chinese languages, etc. Particular attention is paid to identifying patterns in the Russian and Chinese grammar, defining verbal grammatical semantics, comparing the languages with further description and systematization of aspectual meanings and means of their transmission. The main conclusions of the study are related to the specificity of the theory of aspectuality of the Russian school in the focus of the Chinese linguistic school. The Russian verb is the central section of the grammatical system, acting as the core of the sentence and denoting the variability of reality. In Chinese language, the verb serves as an important component of the part-speech system, correlates with the subject, expressed pronoun or noun. The author's special contribution to the study of the topic is to identify the functional and semantic characteristics of the category of aspectuality in Russian and Chinese languages. The scientific novelty of the study lies in the fact that for the first time, within the framework of the typological approach, a comparative analysis of the problems is made: the problems are connected with the category of aspectuality in Russian and Chinese languages, with the category of the aspect of the verb, with its internal form as a specific way of displaying and presenting knowledge about the world, a special «linguistic worldview».
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Obboh, Evans K., Ruth E. Okonu e Linda E. Amoah. "Large Variations in Malaria Parasite Carriage by Afebrile School Children Living in Nearby Communities in the Central Region of Ghana". Journal of Tropical Medicine 2020 (22 de setembro de 2020): 1–10. http://dx.doi.org/10.1155/2020/4125109.
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Background. Indicators of successful malaria control interventions include a reduction in the prevalence and densities of malaria parasites contained in both symptomatic and asymptomatic infections as well as a reduction in malaria transmission. Individuals harboring malaria parasites in asymptomatic infections serve as reservoirs for malaria transmission. This study determined the prevalence of asymptomatic malaria parasite carriage in afebrile children attending six different schools in two districts, the Cape Coast Metropolitan Assembly (CCMA) and the Komenda Edina Eguafo Abirem (KEEA) of the Central Region of Ghana. Methods. This cross sectional study recruited afebrile children aged between 3 and 15 years old from six randomly selected schools in the Central Region of Ghana. Finger-pricked blood was collected and used to prepare thick and thin blood smears as well as spot a strip of filter paper (Whatman #3). Nested PCR was used to identify Plasmodium falciparum, Plasmodium malariae, Plasmodium ovale, and Plasmodium vivax in DNA extracted from the filter paper spots. The multiplicity of P. falciparum infection was determined using merozoite surface protein 2 genotyping. Results. Out of the 528 children sampled, PCR identified 27.1% to harbor Plasmodium parasites in asymptomatic infections, whilst microscopy identified malaria parasites in 10.6% of the children. The overall PCR estimated prevalence of P. falciparum and P. malariae was 26.6% and 1.3%, respectively, with no P. ovale or P. vivax identified by PCR or microscopy. The RDT positivity rate ranged from 55.8% in Simiw to 4.5% in Kuful. Children from the Simiw Basic School accounted for 87.5% of all the asymptomatic infections. The multiplicity of P. falciparum infection was predominantly monoclonal and biclonal. Conclusions. The low prevalence of asymptomatic malaria parasite carriage by the children living in the Cape Coast Metropolis suggests that the malaria control interventions in place in CCMA are highly effective and that additional malaria control interventions are required for the KEEA district to reduce the prevalence of asymptomatic malaria parasite carriers. No molecular evidence of P. ovale and P. vivax was identified in the afebrile children sampled from the selected schools.
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Tuoyire, Derek A., Sarah McNair, Samuel A. Debrah e Rosemary B. Duda. "Perception of risk for hypertension and overweight/obesity in Cape Coast, Ghana". Ghana Medical Journal 52, n.º 3 (26 de dezembro de 2018): 140–46. http://dx.doi.org/10.4314/gmj.v52i3.6.
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Background: This study examined the association between perception of risk for hypertension and overweight/obesity.Design: Cross-sectional questionnaire-based surveySetting: Out-patient department of the Central Regional Hospital in Cape Coast, Ghana Participants: Adult men and women at least 18 years oldInterventions: NoneMain outcome measures: Perception of risk for hypertension, overweight/obesityResults: About 39% of the participants (N=400) were found to be overweight/obese, with disproportionally higher rates among women (50%) than men (28%). Results of the binary logistic regression models revealed a strong positive association (OR = 2.21, 95% CI =1.23, 3.96) between perception of risk for hypertension and overweight/obesity. Increasing age, high television exposure, female gender and being in a relationship were also noted to be associated with overweight/obesity. Conclusions: These findings highlight the need for the design of programmes to help individuals appreciate the reality of weight-related health risks, as well as the need to embrace lifestyles that promote healthy weight outcomes. Funding: Harvard Medical School Travelling Fellowship, Scholars in Medicine Office, Harvard Medical SchoolKeywords: overweight, obesity, risk, perception, hypertension, Cape Coast, Ghana
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Turkson, David, Francis Britwum e Abraham Yeboah. "The Influence of Structured and Unstructured After-School Activities on Academic Performance of Junior High School Students in Cape Coast Metropolis in the Central Region of Ghana". Creative Education 12, n.º 02 (2021): 356–68. http://dx.doi.org/10.4236/ce.2021.122025.
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Vázquez, Andrea Del Carmen. "Joaquin’s Refusal: An Embodied and Geographic Active Subjectivity". Association of Mexican American Educators Journal 14, n.º 2 (24 de agosto de 2020): 87–104. http://dx.doi.org/10.24974/amae.14.2.362.
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This essay explores a Latinx, queer and trans, student’s resistance to a gender-neutral restroom at a high school in an agricultural community of the Central Coast of California. Through a close reading of a field note, I analyze Joaquin’s narrative of refusal to demonstrate how queer and trans youth engage in an active subjectivity (Lugones, 2003). For decolonial philosopher María Lugones (2003), an active subjectivity is the process through which oppressed communities become conscious and critical by engaging in a meaning-making process centered on their socialites. I argue that queer and trans high school students’ active subjectivity is in relation to their embodied knowledges and geographies. The body and space are both critical in learning to think in community and reflexively. Joaquin’s refusal of the restroom becomes useful in understanding how queer and trans youth tell narratives of their self, grounded in a social history capable of alternating the story told about space and place.
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Suharyanti, Eka Mareta, e Endang Fauziati. "WRITTEN CORRECTIVE FEEDBACK ON EFL STUDENTS AT AN ISLAMIC JUNIOR HIGH SCHOOL". JOALL (Journal of Applied Linguistics & Literature) 5, n.º 2 (13 de agosto de 2020): 161–73. http://dx.doi.org/10.33369/joall.v5i2.11207.
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Teachers provide students with corrective feedback for guiding them in the process of teaching a language. This study aimed to investigate the types of corrective feedback that the teacher used in teaching writing recount text, this also employed to reveal the students' motivation for writing recount texts, and to explore the benefit of teacher corrective feedback to the students' ability in writing recount text at Manbaul Huda Islamic Junior High School Central Java Indonesia. Descriptive qualitative method was employed by interviewing both the teacher and the second-year students. The participants were three teachers and twenty students. There were three guided Interview questions for teachers and two questions for students. The findings of this study turned out that the teacher employed indirect corrective feedback and gave symbols to the student’s error production. Most of the students are highly motivated to be able to write a status on Facebook or other online media by using English. The most important advantage of obtaining corrective feedback for the students is to understand the use of grammar in making a sentence. This study concluded that the motivation of the students to write recount text was to get teacher corrective feedback to be able to write the appropriate sentence and to increase their ability in writing English. This also implied that different types of corrective feedback might impact differently to the students in improving their motivation to learn English more.
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Amponsah, Kwaku Darko, Godwin Kwame Aboagye e Eugene Adjei Johnson. "Analysis of study skills employed by Ghanaian high school science students". Cypriot Journal of Educational Sciences 15, n.º 4 (31 de agosto de 2020): 634–50. http://dx.doi.org/10.18844/cjes.v15i4.5047.
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This study was motivated by the desire to explore the study skills employed by science students in senior high schools (SHS) in the Cape Coast metropolis across the Central Region of Ghana. A total of 600 SHS second-year science students, 354 males, and 244 females, took part in the investigation. The study adopted a cross-sectional survey design. The “Study Skills Scale” questionnaire was utilised for data collection to determine the kind of study skills employed by the science students, across gender, age range, and school-type. The arithmetic mean was used to establish the degree to which students employ study skills strategies in their learning. Similarly, the consequence of gender, age range, and school-type on the eight subscales of study skills strategies was determined using a one-way multivariate examination of variance. Findings from the investigation indicated that SHS science learners employ study skills strategies in their learning to a large extent for all the subscales of study skills strategies. However, female students employ the memory and concentration study skills strategies more effectively than their male counterparts; demographic variables, such as age range and school-type, do not influence students’ study skills significantly. The implications for this study for policy and practice were discussed.
Keywords: Academic performance, age range, gender, school-type, study skills, senior high school science students.
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Wijayanti, Siti Fathonah, Joko Nurkamto e Hefy Sulistyawati. "Genre-Based Approach: Its Contribution to The Quality of Teaching And Learning Process". English Education 6, n.º 2 (29 de janeiro de 2018): 136. http://dx.doi.org/10.20961/eed.v6i2.35936.
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<p>The article aims at describing the implementation of Genre-Based Approach (GBA) in the teaching of English and identifying its contribution to the quality of teaching and learning process. A naturalistic inquiry was conducted at the eleventh grade of a Senior High School in Central Java, Indonesia. The findings of the study suggest that GBA contributes positively to the teaching and learning process in that it helps developing learners’ productive skills. Nevertheless, insufficient scaffolding during the learning process resulted in learners’ skills which are superficial rather than communicative in nature. Such insufficient scaffolding is arguably related to inappropriate activities during the joint construction stage, partial application of the Curriculum Cycle, and the absence of integrated grammar teaching during the teaching and learning process. Contextual factors such as the lack of planning and inadequate teacher training are of major contribution to the phenomenon.</p><p align="left"> </p>
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Rácz, Szilárd, e Péter Reményi. "„Generációk munkájára támaszkodva kutatunk” Beszélgetés Hajdú Zoltánnal 70. születésnapja alkalmából [Interjú]". Modern Geográfia 17, n.º 4 (outubro de 2022): 9–20. http://dx.doi.org/10.15170/mg.2022.17.04.02.
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Zoltán Hajdú was born on May 4th, 1952 in Végardó. He completed his secondary school studies at the Rákóczi Secondary Grammar School in Sárospatak, and after his military service, he graduated from the Lajos Kossuth University of Debrecen in Geography and History. In 1976–1977, he was an assistant lecturer at the Technical University of Heavy Industry in Miskolc. He defended his doctoral dissertation at the Institute of Geography at the Lajos Kossuth University in 1977, and in 1977–1978, he became a scholarship researcher of the Central Office of the Hungarian Academy of Sciences in Pécs. Since 1978 he has been a research fellow at the Transdanubian Scientific Institute (and its successors) of the Hungarian Academy of Sciences. He defended his CSc dissertation in 1986 and became a Doctor of the Hungarian Academy of Sciences in 2002. His habilitation procedure was successfully completed in 2013 and he became a professor in 2017. The present semi-structured interview was conducted in March 2022 at the Institute of Regional Studies. The aim of the article is to help readers get acquainted with the most important stages of Zoltán Hajdú’s life, his relationship with geography, as well as the factors underlying the previous two and affecting his career.
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Maia, Marcus Antonio Rezende, Juliana Novo Gomes e Daniela Cid de Garcia. "Non-weird (psycho)linguistic endeavors: theoretical and metacognitive research with the Karajá of central Brazil". Revista Linguíʃtica 19, Sup. (15 de dezembro de 2023): 142–62. http://dx.doi.org/10.31513/linguistica.2023.v19nsup.a60014.
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Cognitive psychology and psycholinguistics have historically been dominated by research conducted within Western, Educated, Industrialized, Rich, and Democratic (WEIRD) societies, resulting in a disproportionate representation of this demographic in scholarly investigations. In this article, we report basic and applied research investigating order of constituents and morphological representation and processing conducted with speakers of Karajá, a non-european language of Central Brazil. The basic research findings contribute novel insights about the Karajá language, challenging certain purported language universals while corroborating others, thereby enriching the broader understanding of human cognition. The applied research explores methodological avenues to foreground indigenous voices and perspectives into the investigation process, acknowledging the potential drawbacks of employing WEIRD analytical categories when exploring non-WEIRD languages. We invite speakers of the language to the center of the discussion in metacognitive activities in which speakers use their insights to formulate hypotheses and create a theory for the grammar of the language. In line with the discussions in Maia (2022) in which eye tracking data was used at the Middle school and University levels, in these Karajá sessions, we also used qualitative eye tracking data as an aid to help Karajá language teachers to “go meta”, as put by Mahdavi (2014). We conclude by stressing that if we are to take seriously the importance of non-WEIRD science to the WEIRD world, there ought to be an increasing recentering of “participants” to more protagonist roles in research.
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Terra Dewanto, Ardan Cahya, Endang Setyaningsih e Kristian Adi Putra. "Investigating the Relevance of ESP Materials in Indonesian Vocational Schools: The Voice of Pharmacy Students". Voices of English Language Education Society 8, n.º 1 (18 de março de 2024): 14–23. http://dx.doi.org/10.29408/veles.v8i1.24800.
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Previous English for Specific Purposes (ESP) studies have focused on examining relevant ELT learning materials within universities, with less attention given to vocational senior high schools. This study examined the relevance of ESP materials in an Indonesian vocational high school of pharmacy, as perceived by students. This narrative research in Central Java involved 30 twelfth-grade participants who shared their perspectives on genres, learning activities, and assessment through narrative frames and follow-up interviews. Thematic analysis revealed that many students found the ESP learning materials irrelevant to their specific needs within the pharmacy field. Discussions highlighted the students' desire for enhanced communicative competence to serve patients better, explain medicine usage, and comprehend medical prescriptions. The study suggests implementing communicative language teaching techniques to improve students' communicative competence and use of specialized vocabulary. Despite challenges with pronunciation and grammar, students demonstrated overall comprehension of the materials. In sum, this study offers valuable insights for curriculum designers and teachers in vocational senior high schools seeking to create more effective ESP learning materials.
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BARLETTA, RODRIGO DO CARMO, e LAURO JÚLIO CALLIARI. "Determinação da Intensidade das Tempestades que atuam no Litoral do Rio Grande do Sul, Brasil". Pesquisas em Geociências 28, n.º 2 (31 de dezembro de 2001): 117. http://dx.doi.org/10.22456/1807-9806.20276.
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Waves generated by South Atlantic storms are greatly responsible for the beach and coastal erosion verified at the central coast of Rio Grande do Sul State, Brazil. These beaches are classified as intermediate, according to the morphodynamic approach suggested by the “Australian School of Coastal Geomorphology”. The storm wave regime controls the morphodynamic variability of those sandy beaches. Through the classification proposed by Dolan and Davis (1992). South Atlantic storms were classified and related to meteorological systems, considering corresponding beach responses. Out of the 3 year wave gauge storm data analyzed, 54.4% corresponded to Class I (weak), 23% to class II (moderate), 19.25% to class III (significant), 2.75% to class IV (severe) and for class V (extreme), 1 storm was recorded (0.6%). Coincidently, the proportion of storm class frequencies for the 3 year data of South Atlantic storms showed to be similar to the 42 year data studied by Dolan and Davis (1992) for North Atlantic storms. Such classification has proved to be effective for the southern Brazilian coast. Autumn and winter are the storm periods with greatest intensity, wich associated to maximum spring tides and storm surges generate the erosion cicle at this coast. The inverse process is verified to spring and summer, when the accretion cicle takes place. In addiction to this seasonal behavior trend, a continuous process of erosion without further recovering occurred at Conceição Lighthouse and Lagamarzinho beach locations, at rates of 3,6 meter per year and 1 meter per year respectively. The use of such method made possible quantifying storm intensity and establishing its relationship to seasonal erosion processes taking place in the southern Brazilian beaches.
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Taratonkina, Irina. "Alexander Kuchin (1888–1913?) and his Small Russian- Norwegian dictionary". Scandinavian Philology 21, n.º 1 (2023): 181–92. http://dx.doi.org/10.21638/11701/spbu21.2023.112.
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The article introduces Alexander Kuchin and his “Small Russian-Norwegian dictionary”, which was published in 1907 by the publishing house “Pomor” (Finnmarken) in Vardø (Norway) and was very popular at that time. Its author, Alexander Stepanovich Kuchin, a man with a unique destiny, is known to compatriots as the only Russian who participated in the discovery of the South Pole in the Roald Amundsen’s expedition, and also as the first of our countrymen who, after the discovery of Antarctica in 1820 by the expedition of Faddey F. Bellingshausen and Michael P. Lazarev, landed on the coast of the Southern continent. A talented young man who died in the expedition of Vladimir A. Rusanov at the age of only 25, made a great contribution to science, research and navigation. Born in the village of Kushereka in the Onega district of the Arkhangelsk province, Alexander received a good education for that time. He graduated from a two-grade parochial school in Kushereka, brilliantly studied at the Onega City School, attended classes at the Tromsø school for a year and was the only one in the course graduated from the Arkhangelsk Merchant and Maritime School with a gold medal. He read H. Ibsen, K. Hamsun, J. Falkberget and other writers in the original. Alexander was also lucky to work at the biological station in Bergen under the direction of Bjørn Hjelland-Hansen, one of the founders of oceanography as a science; here he also met Fridtjof Nansen, one of the national Norwegian heroes, which played a significant role in A. Kuchin’s life. The “Small Russian-Norwegian dictionary” was published in 2,000 copies and was very popular that time. The dictionary contains around 4,000 words on 48 pages. There are no proper names in it, but at the end of the dictionary basic information about the phonetics and grammar of the Norwegian language is disposed. It is focused on Russian users and arouses undoubted interest among linguists, since it appeared in 1907, two years after the termination of the union with Sweden. It is valuable that Alexander Kuchin, not being a linguist, fixed the language used by common people such as fishermen and trawlermen in the North of Norway (particularly in Finnmark and Troms). Such a democratic version of the language is also of special scientific interest. In general, the dictionary was caused by necessity, appeared at a proper time, was well compiled and completely fulfilled the functions assigned to it.
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Agamugoro, Peters Akpevweoghene, Cletus Uzuazoraro John-Ekaba e Edirin Apene. "Teachers Perception of Students with Dysgraphia and Academic Performance in Nigeria". British Journal of Education 11, n.º 4 (15 de março de 2023): 96–105. http://dx.doi.org/10.37745/bje.2013/vol11n496105.
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The study aims to investigate teachers’ perception of students with dysgraphia and academic performance in secondary schools in Delta State. This study adopted the descriptive survey design. The population of this study include all the teachers in 245 secondary schools in three local government area of Delta state with a population of 4,750 teachers. The three local government areas are from the three senatorial districts of Delta state which are Osadenis High School, Asaba, (Delta North), Abraka Grammar School, Abraka (Delta Central) and St. Michaels College, Oleh (Delta South). The simple random sampling technique was used to select 25 secondary schools from where 350 (152 male and 198 female) secondary school teachers were also selected. Out of the 25 secondary schools, 17 are from the rural while 8 are the urban settings. 234 teachers are from the rural and 116 from urban settings. The instrument for this study was a researcher developed four-point Likert type scale instrument. The test-retest method was used to ascertain the reliability of the instrument and it has a Cronbach Alpha reliability index of 0.875. The One-Way Anova statistics method was used to test all research hypotheses at 0.05 level of significance. Results revealed that dysgraphia has significant influence on the academic performance of students with the learning disorder (dysgraphia). In addition, it was found that there is significant difference in the academic performance of students with dysgraphia based on sex. Based on these findings, it was recommended that Teachers should refer students to counsellors for therapeutic attention; teachers should adopt teaching approaches that will encourage hand writing development; Such students should be allowed to use assistive technology in writing among others.
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Anthony B. Germino, Philip. "THE READING PERFORMANCE OF LEARNERS IN MOTEHR-TONGUE IN THE COUNTRYSIDE AREA OF THE PHILIPPINES". International Journal of Advanced Research 11, n.º 05 (31 de maio de 2023): 1456–60. http://dx.doi.org/10.21474/ijar01/17013.
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With the implementation of Mother-Tongue Based Multilingual Education (MTB-MLE) under the Enhanced Basic Education Act of 2013 and the lack of contextualized and localized teachers guide and learners materials has motivated the researcher to pursue this study which aimed to determine the reading performance of learners in mother-tongue. The respondents of the study were comprised of 312 grade 3 pupils from all the central schools in the Schools Division of Eastern Samar during the First Grading Period of the School Year 2021-2022. This study used descriptive design. Results of the study revealed that the reading performance of learners in mother-tongue showed that the learners are advanced in terms of segmental sounds compared to supra-segmental sounds. This means that the lack of system of writing for the Waray language, lack of vocabulary lists, lack of assessment and validation tools for reading materials, lack of grammar materials/explanation, and lack of proper contextualized and localized learners materials affected the learners reading performance when dealing with complicated supra-segmental sounds. This study proved that even if teachers had a very satisfactory performance indicator, but there is a lack of development in contextualized and localized strategic intervention materials in MTB-MLE for local Waray language, particularly the Waray language used in Eastern Samar, there is still a language barrier between the teachers and pupils in understanding lessons taught in their respective school.
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Hatch, Thomas, Jordan Corson e Sarah Gerth Van Den Berg. "New Schools in New York City: Incremental Changes in Transformative Initiatives in the 21st Century". Teachers College Record: The Voice of Scholarship in Education 123, n.º 10 (outubro de 2021): 91–116. http://dx.doi.org/10.1177/01614681211058961.
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Background: After the turn of the 21st century in New York City, mayor Michael Bloomberg launched major initiatives to open new small schools and new charter schools as a central piece of a strategy to transform schooling and produce dramatically better results. Although more than 550 new public schools and charter schools were established in New York City between 2003 and 2015, with some increases in graduation rates, the focus on new schools has subsided, many aspects of schooling remain the same, and significant inequities in performance persist. Purpose/Objective: This article explores the confluence of factors that help to explain how some new practices emerge even as many aspects of what Tyack and Cuban called the “grammar of schooling” endure. Design/Analysis: To achieve this objective, this article undertakes a historical analysis that highlights the intersection among the goals, capacity demands, and values in the new school initiatives, and the needs, existing capabilities, and values of four intermediaries involved in creating new small schools or new charter schools. This analysis looks particularly at the different choices these organizations made about when to connect to and distance themselves from these initiatives (when to “bridge” and “buffer”) and the role those choices played in the extent and nature of their own growth and the evolution of the new schools initiatives. Findings/Conclusion: Even with political support and initiatives that were supposed to provide some freedom to innovate outside conventional constraints, these intermediaries had to find ways to fit within the needs, demands, and values of the school system at that time. At the same time, the intersections in the evolution of these organizations and the wider system also help to explain how they were able to influence the evolution of the policy environment, sustain themselves, and create some new practices, products, and services even as the focus on new school creation subsided.