Practical Reformers: Women School Owners in Imperial Germany

2014 ◽  
Vol 54 (4) ◽  
pp. 465-485
Author(s):  
Ute Elisabeth Chamberlin
Keyword(s):  
Elementary School ◽  
Middle Schools ◽  
Secondary Schools ◽  
Educational Opportunities ◽  
Elementary Level ◽  
Domestic Servants ◽  
Imperial Germany ◽  
German Cities ◽  
Ruhr Valley

In the early 1860s, the Ruhr Valley town of Dortmund had no schools for girls beyond the elementary level with the exception of a few private establishments that trained domestic servants. This dearth of educational opportunities is hardly surprising in a town of just 25,000 people at a time when even many larger German cities were bereft of secondary schools for girls. By 1914, however, when Dortmund's population had grown tenfold to well over 250,000, girls or their parents could choose among numerous types of institutions beyond the basic elementary school—several secondary schools, middle schools, and a variety of vocational and commercial institutions, most of them under municipal control.

Algebraic arithmetic for elementary school

1965 ◽  
Vol 12 (3) ◽  
pp. 183-186
Author(s):  
Donald L. Bradfield
Keyword(s):  
United States ◽  
Elementary School ◽  
Secondary Schools ◽  
Elementary School Students ◽  
The United States ◽  
Elementary Level ◽  
School Students ◽  
Algebraic Concepts ◽  
Beginning Students

The mysterious Mr. “X” of algebra is creeping into the elementary school curriculums of the United States. In arithmetic classes throughout the country children are learning enthusiastically the language and symbols of algebra. However, the content of the algebra which should be included in the elementary school arithmetic program has not been examined rigorously. A decision is needed on precisely what algebraic concepts will be taught at the elementary level. Since students in the elementary school find it fascinating to work with both numerals and letters as symbols for numbers, algebraic skills which beginning students in algebra in secondary schools find quite routine can be introduced properly to elementary school students who find them challenging. This article will explore briefly the possibilitie for developing an algebraic arithmetic for elementary school. Those algebraic concepts which should be included in an elementary arithmetic program will be stated precisely.

IMPLEMENTASI PENDIDIKAN AGAMA ISLAM SEKOLAH INDONESIA DEN HAAG

2020 ◽  
Vol 5 (2) ◽  
pp. 33
Author(s):  
Ahmad Lutfi Haqi ◽  
Ahmad Fikri Haikal ◽  
Mualamatul Musawamah ◽  
Shoimmatun Nikmah ◽  
Lin Walidiya
Keyword(s):  
Elementary School ◽  
Everyday Life ◽  
Religious Education ◽  
Islamic Education ◽  
School Level ◽  
Elementary Level ◽  
Early Age ◽  
The Hague

Abstract: This journal discusses the implementation of Islamic education at the Elementary School level at the Indonesian School in The Hague. The background of this journal is the importance of Islamic Religious Education for elementary level students. This journal is intended to answer the problems of Islamic Education learning, the implementation of Islamic Education learning at SIDH. Data obtained by means of interviews or explanations of sources from SIDH online. The implementation of Islamic Education at Elementary School level at SIDH aims to improve the morals of students from an early age so that they become Muslim beings who can understand and practice the teachings of Islam in everyday life.. Keywords: SD (Elementari School), Islamic Education learning, learning implementation. Abstrak: Jurnal ini membahas tentang implementasi pendidikan Agama Islam jenjang SD di Sekolah Indonesia Den Haag. Latar belakang jurnal ini adalah pentingnya Pendidikan Agama Islam bagi peserta didik jenjang SD. Jurnal ini dimaksudkan untuk menjawab permasalahan pembelajaran PAI, implementasi pembelajaran PAI di SIDH. Data diperoleh dengan cara wawancara atau penjelasan narasumber dari SIDH secara daring. Implementasi Pendidikan Agama Islam jenjang SD di SIDH bertujuan memperbaiki akhlak peserta didik sejak dini agar mereka menjadi insan muslim yang dapat memahami dan mengamalkan ajaran Agama Islam dalam kehidupan sehari-hari. Keywords: SD (Sekolah Dasar), pembelajaran PAI, implementasi pembelajaran.

scholarly journals The Counseling Needs of female Gifted Students in Asir Region According to the Vision of the Kingdom 2030: A Proposal Counseling plan for Gifted students

2019 ◽  
Vol 3 (7) ◽  
Author(s):  
Prof. Boshra Ismail Ahmed Arnaout - Dr. Fatima Yahya Hassan
Keyword(s):  
Standard Deviation ◽  
Middle Schools ◽  
Secondary Schools ◽  
Gifted Students ◽  
Social Needs ◽  
Gifted Student ◽  
Educational Counseling ◽  
Counseling Needs ◽  
Social Counseling ◽  
Asir Region

This study aimed to determine counseling needs of female gifted students in the Asir region, as well as to identify the differences in the level of needs among female gifted students due to the school stage, and develop a proposed counseling plan. The researchers selected a random sample of (339) female gifted students in middle and high school for the academic year 1439/1440 AH, who were classified as gifted according to the classification of the Ministry of Education in the Kingdom of Saudi Arabia, their ages ranging between (13-18) years. The number of female gifted students at Middle schools in the research sample were 163 students (48%) their ages ranged between 13-15 years with an average age of 13.97 year and a standard deviation of 0.765, but the number of female gifted students in the secondary schools of the study sample was (176) students (52%), their ages ranging between (16-18) years, with an average age of 17.06 year and a standard deviation of (0.886). The researchers applied the scale of counseling needs of gifted students(prepared by the researchers) on them. The results showed that the total score of counseling needs, educational counseling needs, psychological and social counseling needs of gifted students from the middle schools were high (76.895, 39.184, 37.716) respectively, and the total score of counseling needs, educational needs, psychological and social needs were also high among female gifted students at the secondary schools (77.364, 36.369, 40, 994) respectively. The results showed statistically significant differences at the level of (0.01) among the average scores of the educational counseling needs due to the school stage, the differences were in favor of female gifted students in the middle schools (t = 5.621), which was the highest educational counseling needs (t =7.923), while the differences in the total score of the counseling needs among middle and secondary schools female gifted students were not significant. score in the middle and secondary schools were not significant (t = 0.594). The results have been interpreted in light of the theoretical framework and previous studies. A number of recommendations and a counseling plan for gifted students at the middle and secondary schools have also been proposed as a guide for gifted student counselors.

Becoming Tech Experts

2011 ◽  
pp. 225-240
Author(s):  
Catherine Schifter
Keyword(s):  
Elementary School ◽  
Middle Schools ◽  
Social Studies ◽  
Sixth Graders ◽  
School Experiences ◽  
The Other ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Grade Classroom ◽  
Mathematics And Science

As with fifth and sixth grades, the seventh grade classroom depends on whether the school is an elementary school or middle school. In many Kindergarten through eighth grade schools in Philadelphia, seventh graders have two different teachers rather than only one as with sixth graders. One teacher concentrates on literacy and social studies, while the other teacher takes on mathematics and science. These students cycle between two different classrooms. In contrast, students in middle schools may have a homeroom teacher, but they cycle through a number of different classrooms and teachers for each subject. Their school experiences are much different from those of students who only travel between two classrooms.

State Education and Culture

1982 ◽  
Vol 26 (1) ◽  
pp. 3-19 ◽  
Author(s):  
R. J. W. Selleck
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Elementary School ◽  
Secondary Schools ◽  
Educational Opportunity ◽  
The State ◽  
High Culture ◽  
State Education ◽  
Political Economic ◽  
State Schools

The state schools established in each Australian colony in the nineteenth century were often justified on the grounds that they offered an education which would enrich and enlighten cultural life. A study of the curriculum and methods they used and the manner in which they were organized and their teachers trained and paid suggests that the state schools, far from offering an introduction to culture (in the sense of ‘high’ culture), actually provided an alternative to it. In the early twentieth century, efforts were made to reform the elementary school so that it would provide at least a limited access to culture. These efforts, bitterly criticized at the time on the ground that they distracted attention from basic subjects such as the three Rs, continued to be resisted throughout the twentieth century. At the same time as the elementary school was being changed, the state endeavoured to broaden educational opportunity and access to the high culture by establishing secondary schools. Political, economic, and administrative considerations led the state to establish a structure of schooling which, at the secondary level, provided an alternative to the cultural activities being developed in the elementary/primary school. This paper warns against a ‘back to basics’ movement which would take the culturally impoverished nineteenth-century elementary school as a model, and suggests that, despite structural limitations, the establishment of state secondary schools has led to some widening of cultural opportunities.

New Devices Elucidate Arithmetic

1960 ◽  
Vol 7 (6) ◽  
pp. 296-301
Author(s):  
Milton W. Beckmann
Keyword(s):  
High School ◽  
Elementary School ◽  
Graduate School ◽  
Young Person ◽  
Elementary Level ◽  
National Defense ◽  
Federal Aid ◽  
Public And Private ◽  
Level Of Education ◽  
New Devices

The national defense eoucation act of 1958, briefly referred to as NDEA, authorized something over one billion dollars in Federal aid over a four-year period. “In the swinging sweep of its 10 titles it touches—and returns to touch again—every level of education, public and private, from the elementary school through the graduate school. Its billion dollars, though authorized for a dozen separate programs, have been authorized for a single purpose-that every young person, from the day he first enters school, should have an opportunity to develop his gifts to the fullest.”1 It is quite clear that Congress recognized how exceedingly important is superior instruction at the elementary level as well as in high school and college. The Act concerns itself with the finding and encouraging of talent, the improving of teaching, and with the furthering of knowledge itself. This Act includes the instructor of arithmetic.

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