National competition of photography as visual art in Croatian primary schools, high schools and schools of applied arts

2017 ◽  
Author(s):  
Zvjezdana Prohaska ◽  
Zdenko Prohaska ◽  
Ivan Uroda
Keyword(s):  
High Schools ◽  
Primary Schools ◽  
Visual Art ◽  
National Competition ◽  
Applied Arts

scholarly journals Career Opportunity for Ghanaian Youth: An Evaluation of Jewellery Subject under Visual Art Programme in Senior High Schools in Ghana

2021 ◽  
pp. 168-184
Author(s):  
Mohammed Kwaku Baidoo
Keyword(s):  
High Schools ◽  
Mixed Methods ◽  
Visual Art ◽  
Mixed Methods Research ◽  
Research Method ◽  
Document Analysis ◽  
Research Approach ◽  
Career Opportunity ◽  
The Government ◽  
Motivating Factor

The purpose of the study was to evaluate the Jewellery subject in Senior High Schools in Ghana to ascertain the career opportunity in jewellery for Ghanaian youth. The study adopted the Mixed Methods Research approach with descriptive and document analysis as the research method used. The findings of the study show that jewellery students are not able to practise as jewellers after their studies, because the content of the jewellery subjects and its associated exercises does not correspond to the skills one is required to become a jeweller. Coupled with the fact that the teachers who teach the jewellery are mostly not professional jewellers, which therefore limit the kind of practical jewellery that they can teach the students. Although the motivating factor for introducing jewellery is good, however, the rhetorics of the government that she wants students to acquire skills in jewellery making does not support the reality on the ground.

Parents' Perceptions about the Role of Hearing in the Development of Language and Speech in Children

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Shukrije Baruti ◽  
Keyword(s):  
High Schools ◽  
Language Development ◽  
Primary Schools ◽  
Hearing Impairments ◽  
Development Of Language

The purpose of this research was to understand the perceptions of parents on the difficulties of children in language development and speech when they also have hearing impairments. The research focused on three cities in Kosovo, Gjilan, Prishtina and Prizren. Respondents of this research are 60 parents of children with hearing impairments, of the mentioned high schools. The questionnaire measured the opinions of parents regarding the topic we have for research, primary schools in the municipalities of Gjilan, Pristina and Prizren that are participants in this research. This questionnaire included 29 questions. In conclusion, it is understood that the lower the level of hearing in children, the lower is the development of language and speech in children, p <0.01, r = -531 **.

Manual Arts Programs and Graphics Teaching in Aboriginal/Torres Strait Islander High Schools and Secondary Departments in North Queensland

1982 ◽  
Vol 10 (1) ◽  
pp. 24-30
Author(s):  
N. McGarvie
Keyword(s):  
High Schools ◽  
Broad Spectrum ◽  
Primary Schools ◽  
Torres Strait Islander ◽  
Significant Proportion ◽  
Remote Community ◽  
Arts Programs ◽  
Torres Strait

These schools are generally grouped together for practical and geographical purposes, although they cover a broad spectrum from remote Community Primary Schools with Secondary Departments catering for Years 8, 9, and 10, through Aboriginal/Islander Community High Schools to Secondary Departments or High Schools in relatively remote country areas with a significant proportion of Aboriginal or Islander students. Schools included are: Aurukun, Kowanyama, Doomadgee, Mornington Island, Yarrabah, Palm Island, Thursday Island, Bamaga, Weipa North and Normanton.

scholarly journals Intense Teaching Schedule in Israeli Teachers

2021 ◽  
Vol 8 (3) ◽  
pp. 329-348
Author(s):  
Yaffa Buskila ◽  
Tamar Chen-Levi
Keyword(s):  
High School ◽  
Middle School ◽  
High Schools ◽  
Middle Schools ◽  
Primary School ◽  
Middle School Teachers ◽  
Primary Schools ◽  
School Teachers ◽  
The Third ◽  
Student Achievements

The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school

scholarly journals Relationship Between Nutrition-Related Knowledge and Nutritional Behavior of Students in Czech Republic (P16-037-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Jana Koci
Keyword(s):  
Czech Republic ◽  
High Schools ◽  
Nutrition Education ◽  
Education Program ◽  
Primary Schools ◽  
Average Weight ◽  
Average Height ◽  
High Association ◽  
Assistance Program ◽  
Nutrition Education Program

Abstract Objectives The purpose of this study was to determine the relationship between dietary habits and healthy nutrition knowledge of high school students in Czech Republic. This study was also aimed to design a Nutrition Education Program for the second grade students of primary schools in Czech Republic inspired by The Nutrition Education Program developed by Nebraska Extension of University of Nebraska – Lincoln, a part of USDA's Supplemental Nutrition Assistance Program and Expanded Food & Nutrition Education Program. Methods A validated Nutritional survey and Nutritional knowledge quiz were designed. The validity of both methods was tested using analytical analysis of all survey and test items and examining internal consistency. It was examined 1028 grade nine students from 25 different high schools between the age range of 14–16 years within the school year 2015/2016. The study included 504 girls with an average age of 14.74 years, an average height of 166.2 cm (5 ft 4 in), and an average weight of 56.32 kg (124.16 lb) and 524 boys with an average age of 14.83 years, an average height of 174.76 cm (5 ft 7 in), and an average weight of 64.84 kg (142.95 lb). Results Pearson's correlation coefficient between nutrition related knowledge and nutritional habits of examined respondents (0.327 at the reached level of significance of the p test was less than 0.001) confirmed the relatively high association of variables (the null hypothesis was rejected at 0.01% significance level). Study shows that 14% of respondents never eat breakfast, 20% of respondents never drink pure water, 25% of the participants consume fruits in a very limited quantities and there is at least one student consuming energy drinks or alcoholic drinks on a daily basis in every average examined school class. The least successful quiz item (properly identified only by 34% of respondents) was the question examining the knowledge of the current national nutrition guide – the Food Pyramid content. Conclusions The relatively high association between nutrition-related knowledge and nutrition behavior of Czech students was examined. A comprehensive curriculum for teachers and the kit of educational and didactic materials for Czech middle schools and high schools appears to be an effective way to health strengthening of children and adolescents in Czech Republic. Funding Sources Charles University in Prague, Czech Republic.

Virtual Reality in Education

2005 ◽  
pp. 358-367 ◽  
Author(s):  
Nicoletta Sala ◽  
Massimo Sala
Keyword(s):  
Virtual Reality ◽  
High Schools ◽  
Learning Styles ◽  
Primary Schools ◽  
Educational Tool ◽  
Multimedia Technologies ◽  
Education Field

This chapter introduces the technology of virtual reality as an educational tool. It argues that virtual reality, combined with multimedia technologies and in support of different learning styles, offers potential help in teaching environments. The authors describe different examples of applications of virtual reality in different kinds of schools (primary schools, high schools, and universities) and in different countries (USA, Italy, Morocco, Romania, and Switzerland). They hope that by understanding the characteristics of this technology and its use in the education field, teachers will be able to use virtual reality in future teaching endeavors.

Physical activity in free time of physical education teachers from Tarn

2019 ◽  
Vol 6 (1) ◽  
pp. 20-23
Author(s):  
Anita Ziemba
Keyword(s):  
Physical Activity ◽  
High Schools ◽  
Physical Education ◽  
Primary Schools ◽  
Free Time ◽  
Physical Education Teachers ◽  
Recreational Activity ◽  
The Past ◽  
Survey Technique ◽  
The Subject

Aim: The goal of the study was to evaluate the physical activity of physical education teachers from Tarnów schools in their free time. Material and methods: The research is of pilot nature and was carried out in 2018 among 30 teachers, in the 30–50 age group, teaching physical education in primary schools, junior high schools and high schools in Tarnów. The research covered the participants of the subject workshops. The research was carried out by means of a diagnostic survey and a survey technique was used to obtain necessary information and data. Results: Physical education teachers willingly undertake physical activity during their free time, however, it is usually recreational activity. The teachers most eagerly practice once or twice a week. Male teachers showed greater frequency of physical activity. Practicing sports in the past is reflected in the approach to taking care of health and maintaining physical fitness later in life. The way of spending free time of the examined teachers differs depending on gender. Conclusions: Systematic participation of physical education teachers in physical activities is not satisfactory, and yet the teacher should set an example and make students aware of how to care for body and physical health.

scholarly journals Teaching Ecosystem Design: Teachers’ Satisfaction with the Integrated Course Service System

2019 ◽  
Vol 9 (3) ◽  
pp. 232
Author(s):  
Meng-Hua Li ◽  
Ming-Chien Hung ◽  
Wen-Hsu Hsian ◽  
Won-Fu Heung ◽  
Mai-Lun Chiu ◽  
...  
Keyword(s):  
High Schools ◽  
Primary Schools ◽  
Service System ◽  
Teaching Experience ◽  
Ease Of Use ◽  
School Level ◽  
Ministry Of Education ◽  
Learning Networks ◽  
Online Behavior ◽  
Teaching Resources

In order to support teachers preparing their teaching resources, a teaching ecosystem for developing an online service system to acquire teaching materials, the Ministry of Education (MOE) in Taiwan, implemented an Integrated Course Service System (ICSS) to assist teachers in searching for instructional resources from distributed Educational Six Learning Networks (ESLN) of MOE. The study designed the ICSS and developed an instrument to investigate the satisfaction for the teachers of primary schools, junior high schools and senior high schools. By analyzing 253 teachers, the results show that demographics, such as age, school level, teaching experience and position, have significant effects on the ICSS satisfaction. Further, the teachers were found to be satisfied with the system content, system accuracy, report format, ease of use, system timeliness and community building offered by the ICSS that helps us to understand the teachers’ online behavior in more detail for the popularization of the course service system.

Sticks and stones and sugar and spice: girls' and boys' aggression in schools

1996 ◽  
Vol 6 (S1) ◽  
pp. 45-56 ◽  
Author(s):  
Laurence D. Owens
Keyword(s):  
High School ◽  
Gender Differences ◽  
High Schools ◽  
Primary Schools ◽  
Developmental Differences ◽  
Sticks And Stones

According to official figures, most of the trouble in schools is caused by boys. This is because boys are more openly disruptive and overtly aggressive. However, recent research has uncovered forms of aggression more common among girls. This paper reports on a study in South Australian schools which explores gender and developmental differences in aggression. A peer estimation scale was administered to students in years 2, 6, 9 and 11 in two high schools and four primary schools. Boys were found to be more physically and verbally aggressive than girls but girls used more indirect forms of aggression during the high school years. The gender differences in aggression are linked to gender differences in friendship patterns. Implications for schools are briefly discussed.

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