scholarly journals The Deliberative Approach In Teaching Dialogue Texts To Middle School Students/ المقاربة التداولية في تدريس النصوص الحوارية لتلاميذ المرحلة المتوسطة

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Bourouba Hafida ◽  
Sahraoui Khelifa ◽  
Fecih Mokrane

This research deals with the deliberative approach in teaching the dialogic text in middle school;given the importance of this approach, which is concerned with language during its use and goes beyond the vocalized formto search for its hidden meaning and purposes. This research was initiated by defining the terms of the study;then we dealt with the reality of teaching the dialogue text in the middle stage, where we reviewed the method or approach by which the dialogue text is taught in the Algerian middle school.The research also included the importance of adopting the deliberative approach in teaching the dialogue text and the method of investing it in the learning-teaching process.As the most appropriate alternative, given the mechanisms and techniques it provides that make the process of teaching the dialogue text more interactive and active, then we concluded the research with a set of results that we reached. The main approach that we adopted in this research is the qualitative approach which is based on collecting qualitative data as a first stage, and then we used qualitative analysis in presenting and analyzing this data and through discussing of these data, we came to important results and conclusions. As for the type; we have relied this study through our attempt to search for methods and techniques dialogue texts to middle school students and their suitability to the nature of the dialogue text. As it a communicative text, in its teaching we need an approach that touches its various interactive aspects; Whether it is apparent or implicit on the one hand, and also the effectiveness of these methods in stimulating motivation, suspense and attracted students on the other hand; We also relied on primary and secondary sources. And we have reached a set of conclusions, which summarize it stressing the importance of adopting the deliberative approach in teaching dialogic texts. This is due to the mechanisms and techniques that provides it and make the process of teaching the dialogue text more interactive and dynamic

2021 ◽  
pp. 003329412110296
Author(s):  
Yue Yu ◽  
Xueyan Wei ◽  
Robert D Hisrich ◽  
Linfang Xue

In this study, we aimed to investigate the association between father presence and the resilience of adolescents, and whether failure learning mediates this association. Specifically, we obtained in-depth details on the relation between father presence and adolescents’ resilience by examining the mediating effects of four subfactors of failure learning: failure cognition, reflection and analysis, experience transformation, and prudent attempt. For this purpose, we used the questionnaire to access Chinese middle school students’ father presence, resilience, and failure learning. In total, six hundred and twenty-six valid questionnaires were collected. The results were as follows: (1) there was a significant positive correlation between father presence, failure learning, and resilience; (2) failure learning played a mediating role between father presence and adolescents’ resilience; (3) the mediating effect of experience transformation and prudent attempt (two subfactors of failure learning) between father presence and adolescents’ resilience was significant, while the mediating effect of failure cognition and reflective analysis (the other two subfactors of failure learning) was insignificant.


2019 ◽  
Vol 21 (6) ◽  
pp. 47-81
Author(s):  
Mariana Mostardeiro de Aguiar ◽  
Rossano André Dal-Farra

This article aims to investigate the conceptions and perceptions of students from the 8th and 9th year of the middle school regarding the four scopes of basic sanitation articulated with the themes addressed in the curriculum each year. Forty-nine students from a state school in Estância Velha/RS participated with activities involving questionnaires application, photovoice and image evaluations from the perspective of Mixed Method Research. Qualitative data were from observations present in the logbook and answers to the open-ended questions of the questionnaires. The quantitative are the scores attributed by the students analysed with the tools of descriptive statistics and with the non-parametric test of Kruskal-Wallis. The results showed that the use of images and the attribution of scores articulated with qualitative data were fruitful to understand the perceptions and conceptions of the students. It was evidenced that sewage and water supply were the most frequently remembered elements regarding basic sanitation, followed by solid waste. However, drainage was not remembered as a component of basic sanitation, requiring the construction of integrative educational practices from the four scopes seeking to expand students' perceptions and conceptions about basic sanitation and its relevance in contemporaneity.


2019 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Luqman Rababah ◽  
Ala’Eddin Abdullah Ahmed Banikalef

The present study aimed at finding out the valuing strategies used by EFL teachers to enhance student’s creativity in writing. The present study made use of a qualitative approach to obtain data from the Discovery School students in Amman, Jordan and to determine the answers to the research questions. This study was carried out in the one hundred branches of Discovery Schools (DSs) located in Amman, Jordan for the Academic year 2018/2019. Using a convenience sample, ten EFL teachers were chosen as a sampling for the current study. The present study conducted interviews with EFL teachers and observed them. The participants were selected from the first secondary cycle as the cycle holds significance. To check the trustworthiness and credibility of qualitative data, the researcher utilized two strategies, triangulation and member check. The interview data analysis showed that eight teachers believed that using the strategy was important. On a negative note, the results from the observation showed that only three teachers actually employed this strategy among their teaching techniques. Further research is recommended on the same topic in different settings.


2001 ◽  
Vol 6 (8) ◽  
pp. 452-457
Author(s):  
Margaret W. Tent

When i first started teaching middle school students about circles and the number π, my task as I understood it was straightforward: Teach them that π = 3.14 or 22/7, and teach them the formulas for finding the area and circumference of a circle. I poured in the information, but a lot of it spilled out and was lost. Here are two examples of my “wisdom” as it came out at the other end of the spout: (1) “π = 3.14, since nobody likes fractions anyway” and (2) “There are two formulas that you have to use, πr 2 and πd. Sometimes you use one formula and sometimes the other. If you are lucky, you will guess right.”


2021 ◽  
Vol 7 (2) ◽  
pp. 100-117
Author(s):  
Jaimie Stickl Haugen ◽  
Phillip L. Waalkes ◽  
Candice Neverve

2020 ◽  
Vol 10 (1) ◽  
pp. 215-250
Author(s):  
Selin Çenberci ◽  
Dilek Sezgin Memnun ◽  
Hasibe İnce

In this study, it was aimed both to examine middle school students' perceptions of the concept of pattern and to reveal if the metaphoric perceptions which the students created in relation to the concept of pattern changed according to the variable of grade level. The metaphors in relation to the concept were carried out via the "phenomenological" design. For this, a short open ended form was directed to the volunteer fifth, sixth, and seventh-grade students who attended to the research from a middle school in Turkey. The qualitative data were analyzed through content analysis. Besides, the chi-square test was used for quantitative analysis. The perceptions of middle school students were gathered under six different categories. Moreover, the analyses made within the scope of this study revealed that the metaphors which the participant students created for the concept of pattern did not indicate significant difference according to the grade levels.


2021 ◽  
Vol 58 (2) ◽  
pp. 6610-6620
Author(s):  
Dr.Haneyah Abdullah Saadawi

The study aimed to uncover the reality of evaluating digital content based on performance standards for the science course in the intermediate stage in Makkah. The study used the descriptive approach to conduct a qualitative analysis of the phenomenon under study. The study is based on monitoring the reality of evaluating digital content, and analyzing its dimensions and interactions, by asking students while studying science content remotely in the intermediate stage. The study determined the performance standards for female students to acquire skills in digital content in the science course in the middle stage, and analyzed the reality of the phenomenon in the light of performance standards, and concluded that there are deficiencies that impede students' acquisition of skills in the digital content of the science course in the middle stage. The study found that there is a gap between the reality of evaluating the digital content for the students ’acquisition of their skills and what they should be in light of the performance standards of the students during their study of the science course in the middle stage. The study ended with determining the requirements for improving the digital content evaluation for science, which is based on the performance standards of middle school students in Makkah.


2020 ◽  
Vol 66 (2) ◽  
pp. 188-197
Author(s):  
Xiu-jing Cao ◽  
Yi-xuan Huang ◽  
Ping Zhu ◽  
Zhi-gang Zhang

Background: In China, because of the growth of economically driven rural-to-urban migration, there are lots of children in rural area who are separating or have separation experience with their parents. Until now, few studies focused on solely maternal separation and no research studied whether its pattern will affect children’s later psychological status. Aim: The aim of this study was to determine whether early or late maternal separation affects depression and dysfunctional attitude in middle school students and what is the role of cumulative duration and meeting frequency. Methods: Maternal separation experience was obtained by using questionnaires. We got early maternal separation group first. Then, late maternal separation and control group were obtained with the same number by matching grade, sex and family socioeconomic status. All the students in the three groups completed the scales of Children’s Depression Inventory (CDI) and Dysfunctional Attitude Scale (DAS). Results: Both CDI and DAS scores of early separation group are higher than the other two groups. When we split the data by sex, only females presented the same results. When cumulative duration is short, there is significant difference in both scores of CDI and DAS among the three groups, which showed the scores of early separation group are higher than the other two groups. When the cumulative duration is long, there is no significant difference among the three groups. When meeting frequency is high, there is no significant difference among the three groups. When it is low, there is significant difference among the three groups, which showed the CDI and DAS scores of early separation group are higher than the other two groups. Furthermore, the same results are also found in females. Conclusion: Early maternal separation may exert negative influence on student’s depression and dysfunctional attitude. The sex, cumulative duration and meeting frequency may also play important roles in the effect.


2008 ◽  
Vol 56 (3) ◽  
pp. 267-278 ◽  
Author(s):  
Kevin L. Droe

The purpose of this study was to investigate the effects of teacher approvals and disapprovals of music performed in a rehearsal setting on the music preferences of middle school students. Students ( N = 440) from eight middle school bands participated in the study and were assigned one of four different rehearsal conditions. Teachers rehearsed either one or two assigned pieces of music, while implementing one of the following treatment conditions: (a) rehearsal of one piece with teacher approval and rehearsal of the other piece without comment; (b) rehearsal of one piece with teacher disapproval and rehearsal of the other without comment; (c) rehearsal of only one of the pieces, with teacher approval; and (d) rehearsal of only one of the pieces, with teacher disapproval. After five rehearsals of the music, students were given a listening survey on which to rate their preferences for the two compositions. Results indicated that the treatment conditions had a significant effect on preferences. Ratings from the approval treatment condition were significantly higher than those from the disapproval treatment condition.


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