The Learner-Lead Curriculum in Aboriginal Schools

1992 ◽  
Vol 20 (5) ◽  
pp. 3-13
Author(s):  
Tamsin Roberts
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Education ◽  
Life Style ◽  
Informed Decision ◽  
The Other ◽  
Remote Communities ◽  
Aboriginal Community ◽  
Australian Society ◽  
School Subjects

My students live in three remote Aboriginal community. It is my job to teach them English and the other Primary school subjects. My aim is to produce bi-lingual and bi-cultural individuals. By giving them the ways and means to access white Australian society, they are more able to make an informed decision about the life-style they want and feel confident to interact with white Australia. Many students rarely do more than one or two years at the high school in Alice Springs so there primary education is very important. Students from remote communities rarely do well academically.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES

2017 ◽  
Author(s):  
Alex Wirth ◽  
◽  
Boris Aberšek ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Senior High School ◽  
The Other ◽  
School Students ◽  
Educational Processes ◽  
Teachers And Students ◽  
The One ◽  
Senior High School Students

Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.

scholarly journals Feeling emotions for others that they don’t feel: Agency appraisals and vicarious anger

2020 ◽  
Author(s):  
Joshua Daniel Wondra
Keyword(s):  
High School ◽  
High School Student ◽  
The Other ◽  
Emotional Experiences ◽  
School Subjects ◽  
The Difference

How do people feel emotions for someone else? This has been studied asempathy—feeling the same emotion that someone else feels. But people also feel emotions for someone else that the other person doesn’t feel, such as feeling angry for someone who is sad. We use appraisal theories to predict that people feel an emotion for someone else when they appraise that person’s situation differently. According to appraisal theories, people react to misfortunes with anger if they are caused by another person, but not if the cause is impersonal, and we predicted that this would also be true in feeling emotions for another person, regardless of what the other person feels. In two studies, subjects learned about a disadvantaged high school student who applied to college and was rejected from every school. Subjects felt angrier when they learned that the student’s friend caused the bad outcome than when the student made a well-intentioned mistake, but they did not think the student felt angry. The difference in subjects’ anger was mediated by changes in appraisals of agency. The student believed the rejections were caused by bad circumstances and felt sad in both conditions. The results extend research on empathy and other vicarious emotional experiences by supporting appraisal as a process that is involved in feeling emotions for other people.

The music curriculum as ‘received’ by children: Evidence from Cyprus primary schools

2006 ◽  
Vol 23 (2) ◽  
pp. 187-204 ◽  
Author(s):  
Natassa Economidou Stavrou
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Curriculum Theory ◽  
Music Curriculum ◽  
School Subjects

This article reports on research investigating the ‘received’ music curriculum as experienced by children and how this corresponds with the expectations of the official music curriculum. The research was conducted in Cyprus and the sample consisted of 1196 children in their final year in primary school. Results verify a huge gap between curriculum theory and implementation, revealing that knowledge accumulated during the six years of primary education is far distant from the over-optimistic intentions of the official music curriculum. Additionally, music was found to be one of children's least favourite school subjects, suggesting the need for a more learner-centred and process-orientated music curriculum.

EVALUATION OF THE EDUCATION-RELATED ACHIEVEMENTS OF PRIMARY SCHOOL PUPILS – BETWEEN SUPPORTING AND EXCLUSION

2019 ◽  
Vol 20 ◽  
pp. 219-231
Author(s):  
Michał Kowalewski
Keyword(s):  
Primary School ◽  
Social Exclusion ◽  
Primary Education ◽  
School Community ◽  
The Other ◽  
School Practice ◽  
Potential Source ◽  
Other Hand ◽  
The One ◽  
Primary School Pupils

It is expected that today’s school shall, on the one hand – to the greatest extent possible, support a pupil in his or her development and education-related activities, on the other hand – prevent exclusion, so easy to occur in today’s, structurally diversified society. The factor which poses a potential source of social exclusion is the evaluation of education-related achievements of pupils, present in the education-related school practice in the form of a grade. The system of evaluating the education-related achievements, in view of the diversity of results, often introduce stereotypical divisions into “better” and “worse” pupils, resulting in school setbacks, implicating negatively perceived competition as well as distorting the relations within the school community. In view of the aforementioned circumstances, the considerations over the evaluation of education-related achievements seem to be well-founded, particularly in the context of primary education of pupils.

The Relationship of Grade Placement to Programming Aptitude and Fortran Programming Achievement

1971 ◽  
Vol 2 (1) ◽  
pp. 44-48
Author(s):  
John W. Alspaugh
Keyword(s):  
High School ◽  
Test Scores ◽  
The Other ◽  
Instruction Time ◽  
High School Juniors ◽  
School Subjects ◽  
Significant Difference ◽  
Grade Placement ◽  
Relationship Of ◽  
The Relationship

This investigation to assess the influence of grade placement upon programming aptitude and FORTRAN programming achievement employed 2 groups of subjects equated on their high school Ohio Psychological Test scores. 1 group consisted of high school juniors and seniors, and the other group contained college juniors and seniors. A t-test revealed a significant difference in the IBM Programmer Aptitude Test scores for the 2 groups. By giving the high school subjects twice as much instruction time as the college students the anticipated difference in programming achievement was considerably reduced.

Promoting idea production by novice writers through the use of discourse-related prompts

1996 ◽  
Vol 17 (4) ◽  
pp. 385-400 ◽  
Author(s):  
Boris Bakunas
Keyword(s):  
High School ◽  
The Other ◽  
Discourse Structure ◽  
Problem Solution ◽  
School Subjects ◽  
Topic Interest ◽  
Different Types ◽  
Novice Writers ◽  
Achievement Levels

ABSTRACTThis study asked whether exposure to discourse elements affects idea production in novice writers. Different types of prompts were given to 127 high school subjects following the cessation of production. One prompt, termed contentless, was purely motivational; the other, a discourse prompt, conveyed a motivational message as well as information about the discourse structure of the problem/solution text. Subjects given discourse prompts generated significantly more idea units than those given the purely motivational variety. Also, subjects in the discourse-prompting condition spent more time generating ideas. The results held across topic interest and achievement levels, suggesting that instruction in discourse elements may prove beneficial.

scholarly journals Into the New Millennium: Why do Students Decide to Study IT?

10.28945/2468 ◽  
2002 ◽  
Author(s):  
Sandra Downes
Keyword(s):  
High School ◽  
Information Technology ◽  
Primary School ◽  
World Wide ◽  
It Professionals ◽  
School Subjects ◽  
New Millennium

The shortage of Information Technology (IT) professionals is a recognised world wide problem. During the last ten to fifteen years we have seen the introduction of computers into high school and also primary school. These computers are now being used, not only as an adjunct to school subjects, but for the study of IT as a subject in its own right. As we begin this new millennium, this study aims to discover if these changes in curriculum are affecting students’ decisions to become IT professionals. A survey was administered to a group of students, undertaking an IT programme of study, to examine the IT subjects they completed in high school and the effect these subjects had on their decision to study IT. The literature suggests that gender is an important constructs in students’ decision to study IT and so this variables were examined also.

PROBLEMS TEACHING PRIMARY SCHOOL SUBJECTS THROUGH A META-SUBJECT APPROACH

2020 ◽  
Vol 68 (4) ◽  
pp. 206-216
Author(s):  
Zh. Zhumabayeva ◽  
◽  
G. Uaisova ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Interdisciplinary Approach ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Subjects ◽  
Comprehensive Development ◽  
Subject Areas ◽  
And Task

Therefore in our article we analyzed the works of scientists who studied the concept of "Meta-subject", "interdisciplinary approach." At the same time, we discussed methods and approaches to teaching primary school subjects through a meta-subject approach. If the methodology of teaching subjects in various subject areas of primary education is based on a theoretical approach and its methodology is adopted, this will allow students to develop the kazakh language, as well as master language skills. In this regard, primary school teachers were given explanations about the meta-subject approach. And also a special task template was developed for schoolchildren and tested. As a result, it was concluded that the chosen methodology, training system and task models allow conducting meta-subject training in primary education subjects to achieve the proposed results. This, in turn, contributes to the comprehensive development of students as a person.

Specific Aspects of the Transition from Primary School to High School

1987 ◽  
Vol 4 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Alison F Garton
Keyword(s):  
High School ◽  
Primary School ◽  
Transition Programs ◽  
The Other ◽  
Educational Institutions ◽  
School Building ◽  
Induction Programs ◽  
Older Students ◽  
Children’S Expectations

ABSTRACTIn considering specific aspects of the transition from primary school to high school, children's expectations were sought prior to their making the transition. This paper examines the expectations 335 students had of five aspects of high school, elicited by means of a questionnaire. The five aspects were: (a) the high school building; (b) the rules and discipline at high school; (c) the work; (d) the teachers; and (e) the other, older, students. The attitudes and expectations were found to reflect the degree of contact the students had had with the high school, itself dependent on the policy of the high school with respect to induction programs for in-coming students. A call is made for greater liaison between educational institutions, in the form of greater continuity and sequencing of curricula and transition programs in order to allay the expressed anxieties and to dispel any misconceptions.

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