scholarly journals The importance of STEM: High school knowledge, skills and occupations in an era of growing inequality

2021 ◽  
pp. 104249
Author(s):  
Sandra E. Black ◽  
Chandra Muller ◽  
Alexandra Spitz-Oener ◽  
Ziwei He ◽  
Koit Hung ◽  
...  
Keyword(s):  
High School ◽  
School Knowledge

scholarly journals CONHECIMENTO SOCIOLÓGICO ESCOLAR E EDUCAÇÃO INTERCULTURAL: DILEMAS E PROBLEMATIZAÇÕES

RevistAleph ◽  
2013 ◽  
Author(s):  
Paulo Pires de Queiroz ◽  
Fagner Henrique Guedes Neves
Keyword(s):  
High School ◽  
Rio De Janeiro ◽  
Intercultural Education ◽  
Educational Activity ◽  
Necessary Condition ◽  
School Knowledge ◽  
The Social ◽  
Way Of Thinking

RESUMOA diversidade cultural é um fato que exige de instituições e atores sociais a viabilização de instâncias de diálogos entre as culturas. E a construção do conhecimento escolar é um espaço onde tais diálogos devem ocorrer. Nestesentido, argumenta-se neste artigo que a construção intercultural do saber sociológico escolar é necessária ao alcance dos objetivos centrais do ensino de Sociologia, ou seja, o desenvolvimento discente das atitudes do estranhamento e da desnaturalização. Em vista disso, uma atividade pedagógica coerente com essa proposição será discutida: a visitação aos Museus da República e do Folclore, no Rio de Janeiro.Palavras-chave: Conhecimento Escolar, Educação Intercultural e Ensino deSociologia.ABSTRACTCultural Diversity is a contemporary factwhich requires dialogical communications between the cultures at all the social institutions.This dialogues can be summarized by an only word: interculturalism. Sociology School knowledge is one of the spheres where interculturalism must be built up. In fact, intercultural education is a necessary condition to develop the sociological way of thinking, the main objective of High-School Sociology teaching. So, this article still purposes an intercultural educational activity at two Museums in Rio de Janeiro City.Keywords: School Knowledge, Intercultural Education, and Sociology Teaching.

scholarly journals The journey of school knowledge in High School and the concept of refraction

2018 ◽  
Vol 29 (1) ◽  
pp. 296-320 ◽  
Author(s):  
Ivor Goodson ◽  
Maria Inês de Freitas Petrucci dos Santos Rosa
Keyword(s):  
High School ◽  
School Knowledge

scholarly journals INVESTIGATION OF THE PEDAGOGICAL PRACTICES LITERATURE TEACHERS USE FOR TEACHING MODERN GREEK LANGUAGE IN SENIOR HIGH SCHOOL: A SOCIOLOGICAL APPROACH

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Anna Asimaki ◽  
Nikolitsa Berdeni ◽  
Gerasimos Koustourakis ◽  
Archontoula Lagiou
Keyword(s):  
High School ◽  
Secondary Education ◽  
Structured Interview ◽  
Senior High School ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Greek Language ◽  
School Knowledge ◽  
Sociological Approach ◽  
Modern Greek

<p>The aim of this paper, which makes use of Basil Bernstein’s theoretical framework, is to take a sociological approach to the pedagogical practices that are implemented by literature teachers for teaching Modern Greek Language in the first year of Senior High School, which is a transitional year in the second tier of Greek secondary education. We also aim to investigate the corrective ‘strategies’ that these teachers adopt in order to contribute to their pupils’ successful acquisition of school knowledge related to the Language lesson. The research was carried out using the tools of structured observation and semi-structured interview with a sample of 14 literature teachers, who were working in Greek secondary education. The most significant research findings revealed that the pedagogical practices that were implemented by the teachers in the sample are linked to the implementation of explicit regulative and instructional rules that originate in a visible pedagogical practice. What’s more, ‘corrective’ strategies were implemented with the pupils who weren’t able to satisfy the sequencing and pacing rules of the transmitted knowledge. It also emerged that an important site for the completion of the acquisition of transmitted school knowledge is related to the field of ‘shadow’ education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0688/a.php" alt="Hit counter" /></p>

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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