Cooperative Study To Predict Effectiveness in Secondary School Teaching

1953 ◽  
Vol 4 (3) ◽  
pp. 230-234 ◽  
Author(s):  
Douglas E. Scates ◽  
Paul A. Hedlund
Keyword(s):  
Secondary School ◽  
Cooperative Study ◽  
School Teaching

Personal and Eponymous Nicknames in Historical Retrospective

2020 ◽  
Vol 81 (2) ◽  
pp. 83-87
Author(s):  
Yu. V. Shcherbinina
Keyword(s):  
Secondary School ◽  
Daily Life ◽  
School Teaching ◽  
History Of ◽  
Methodological Practice ◽  
Historical Periods

The article is devoted to the genesis of personal and eponymous nicknames as a vivid phenomenon in the history of language and speech, which has irrefutable potential for developing methods of teaching and educating schoolchildren. The main varieties of nicknames, the conditions for their formation and the specifics of daily life in different historical periods are considered. The interconnections of nicknames with similar and related phenomena of Russian and European speech cultures are analyzed. The feasibility of analysing nicknames in the methodological practice of secondary school is postulated. Possible ways of the implementation of intrasubject and intersubject communications in the school teaching of humanities are offered on the basis of familiarizing students with the history of eponymous and personal nicknames.

scholarly journals Implementing multidisciplinary study and research paths in Japanese lower secondary school teachingMise en œuvre de pistes d’études et de recherche multidisciplinaires dans l’enseignement du secondaire inférieur japonais

2020 ◽  
Vol 22 (4) ◽  
pp. 173-188
Author(s):  
Kenji Kuzuoka ◽  
Takeshi Miyakawa
Keyword(s):  
Secondary School ◽  
Population Based ◽  
World Population ◽  
Lower Secondary School ◽  
Mise En Œuvre ◽  
Multidisciplinary Study ◽  
School Teaching ◽  
Ordinary Teaching ◽  
Teaching Experiments

AbstractThis paper reports on results of teaching experiments with a study and research path carried out in Japanese lower secondary school classrooms. The generating question relates to the change of world population. Based on these results, we discuss the conditions and constraints for implementing inquiry in ordinary teaching in.Keyword: ATD, Study and Research Course, Questioning the world.RésuméDans cet article, nous présentons quelques résultats de l’expérimentation de parcours d’étude et de recherche qui est conduite dans les classes d’un établissement secondaire au collège au Japon. La question concernant le changement de population mondiale est utilisée. Nous discutons, en nous appuyant sur ces résultats, les conditions et les contraintes pour la mise en place d’une enquête dans une classe ordinaire au Japon.Mots-clés : TAD, Parcours d´Études et de Recherche, Questionnement du monde. 

Research Work in a Secondary School Classroom: How Well are Teachers Equipped for it?

2019 ◽  
pp. 347-352
Author(s):  
Urska Markun ◽  
Jasna Kos
Keyword(s):  
Secondary School ◽  
Present Article ◽  
Mathematics Teacher ◽  
Secondary School Students ◽  
Research Work ◽  
Continuous Training ◽  
School Students ◽  
University Departments ◽  
School Teaching ◽  
University Degree

A university degree is not enough in itself to equip a mathematics teacher for successful secondary school-teaching in the longer term. Without continuous training and career-long learning, a teacher will not be able to provide adequate support for students in activities such as extended essays or explorations, both of which are compulsory components of the IB programme. In this paper, we present some examples of such work by IB students at our school. In addition, some Slovenian secondary school students regularly participate in a national research competition for which they must submit project-based work in various fields. The present article describes how university departments co-operated with our secondary school in the course of such research. Examples of research carried out by a number of 16-year-old students at our school are also presented here.

scholarly journals Professor P.I. Karuzin. Dictionary of anatomical terms. With the attachment of brief notes on the Latin and Greek languages and a biographical dictionary of scientists. P. 292. Moscow-Leningrad, State Publishing House, 1928. Bound price 5 rubles 25 kopecks

1929 ◽  
Vol 25 (1) ◽  
pp. 113-114
Author(s):  
М. Ya. Breitman
Keyword(s):  
Secondary School ◽  
Publishing House ◽  
School Teaching ◽  
Biographical Dictionary

One cannot but welcome the appearance of this "Dictionary of Anatomical Terms". As you know, more than 20 years ago, the teaching of Greek was stopped in "classical" gymnasiums, and about 10 years have passed since Latin was also excluded from the subjects of secondary school teaching.

scholarly journals The impact of content knowledge on the adoption of a critical curriculum model by history teachers-in-training

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
David Parra-Monserrat ◽  
Carlos Fuertes-Muñoz ◽  
Elvira Asensi-Silvestre ◽  
Juan Carlos Colomer-Rubio
Keyword(s):  
Secondary School ◽  
Primary Education ◽  
Master's Degree ◽  
Methodological Approach ◽  
Second Phase ◽  
Critical Approach ◽  
Curriculum Model ◽  
School Teaching ◽  
Master’S Degree ◽  
The Impact

AbstractThis work analyses the impact of disciplinary training on future Primary and Secondary School teachers’ decision to adopt a critical approach for teaching history. To do this, we will use a two-phase mixed methodological approach (quantitative and qualitative) to analyse the relationship between their previous training and the use of epistemological and psycho-pedagogical objectives and paradigms as outlined in a critical curriculum model. As regards data collection in the first phase, a closed questionnaire was created and validated, using a Likert-style (1–5) evaluation scale. The data was codified using the statistical package SPSS v.26.0 for subsequent analysis. The selected sample included 215 students from a Spanish university on the following courses: Degree in Primary Education (n = 145) and Master’s Degree in Secondary School Teaching specialised in history and geography (n = 70). They were all in the last stage of their initial training. In the second phase, we selected some of the students to participate in discussion groups, where they were able to go into more depth with their answers. In this way, we could better understand the link between their disciplinary training and the adoption of a determined model of history education. To do this, we separated them into three groups with different profiles: students taking the Degree in Primary Education unrelated with History (n = 8), students taking the Degree in Primary Education specialised in arts and humanities (n = 8) and students taking the Master’s Degree in Secondary School Teaching specialised in history and geography (n = 8). The data was gathered using an open coding procedure, based on several categories, which allowed us to compare the different questionnaires. The results reveal significant differences between the different groups. As such, we can conclude as to the importance of mastering epistemological disciplinary knowledge to break with certain traditions which impede innovation and make the adoption of a critical educational model more difficult.

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