scholarly journals The Reality of Intermediate School Teachers’ Contribution to Media Education For Female Students

2018 ◽  
Vol 26 (1) ◽  
Author(s):  
Nawal Muhammad al - Jaad ◽  
Fatima al-Asmari
Keyword(s):  
Female Students ◽  
Media Education ◽  
Intermediate School ◽  
School Teachers

scholarly journals Nursery School Cooperation with the Family in the Field of Media Education in Children

2021 ◽  
Vol 11 (2) ◽  
pp. 83-98
Author(s):  
Vladimíra Kocourková ◽  
Kamil Janiš ◽  
Veronika Woznicová
Keyword(s):  
Nursery School ◽  
Subject Area ◽  
Media Education ◽  
Negative Consequences ◽  
Specific Topic ◽  
School Teachers ◽  
Nursery Schools ◽  
Research Survey ◽  
The Family ◽  
The Individual

Abstract Introduction: The paper focuses on a narrowly specific topic of the family cooperation with an institution of pre-school education - the nursery school (or also just the nursery), concentrating on a specific topic of “media education”. It considers the determining factors and presents partial findings of a research survey aimed at the field of media education in nursery schools. Methods: The paper contains the results of our own questionnaire research, which was carried out online in nursery school teachers. It also contains a theoretical definition of media literacy and media education in the context of the target group. Results: The result is an analysis of the obtained findings and formulated proposals for measures in the given field, which are usable and applicable in practice. Discussion: The individual presented results are continuously discussed with regard to the findings from the field of media education in the nursery school. Today, the world of the media is a common part of life even for children of pre-school age, and therefore it is necessary to teach them to orient themselves in it, which should be one of the tasks of the nursery school. In the Czech Republic, this issue has not yet been addressed at a significant level or to an appropriate extent. Our results are therefore closely linked not only to the discussion comments, but also to the conclusions drawn from them. Limitations: The results of the empirical research may be influenced by the attitudes and prejudices of nursery school teachers in relation to media in pre-school children. Conclusion: An early intervention can teach children to use media for their benefit and prevent media from negatively affecting them. The negative consequences of unrestrained effects of e.g. the television or mobile phones have been empirically proven. This information about the negative consequences is very general, distorted or superficial for the general public (parents), though. We consider the implementation of media education into the “teaching” process in nursery schools to be inevitable, even with regard to a closer cooperation between the institution and parents. However, this also places increased demands on training pedagogical staff in nursery schools in the subject area, creating methodological materials, etc.

scholarly journals The Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh: فاعلية استراتيجية الفصول المقلوبة في تنمية الدافعية نحو تعلم اللغة الإنجليزية لدى طالبات أول متوسط في الرياض

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Ohud Suliman Al- Henaki
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
First Grade ◽  
Female Students ◽  
Experimental Methodology ◽  
Control Group ◽  
Intermediate School ◽  
Significant Difference ◽  
School Girls ◽  
Learning English

The research aimed to investigate the Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh. The research used a semi- experimental methodology to measure the independent variable (teaching technique) on the dependent variable (motivation toward learning). The population included all the students of the first grade in the public schools attending the second term, school year (1439- 1440 AH.). The sample consisted of (82) students, divided into two groups, one experimental consisted of (41) female students, while the other one is a control group consisted of (41) female students. The research tool was the motivated strategies for learning questionnaire (MSLQ). After analyzing the collected data with suitable statistical techniques, the following result was reached: -  There is a statistically significant difference at (α ≥ 0.05) between the means of the students of the two groups (control and experimental) in favor of the experimental group. Therefore, the research proved that the positive effect of teaching using flipped classes in improving the motivation towards learning by middle level female students in English language. Accordingly, various recommendations were presented. Most importantly, develop units for designing school curricula by using flipped classes in the educational administrations. In order to be ready to supply the schools with various subjects (English, Mathematics, Science… etc.) for various levels. Besides, offering incentives for applying, cultivating the specialists, teachers and others who are interested in education by using the flipped classroom strategy, basics and applications. Expand the applications of the flipped classroom strategy in various school levels to improve the motivations of students towards classroom environment and improve the skills of students' using computers and internet, as well as train them on the various technological skills.

scholarly journals Improving primary school teachers’ competence in teaching multi-literacy through RADEC-based training programs

2021 ◽  
Vol 16 (6) ◽  
pp. 3033-3047
Author(s):  
Muhammad Erwinto Imran ◽  
Wahyu Sopandi ◽  
Bachruddin Mustafa ◽  
Cepi Riyana
Keyword(s):  
Primary School ◽  
Training Programs ◽  
Literacy Learning ◽  
Training Programme ◽  
Learning Model ◽  
Female Students ◽  
Literacy Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Rasch Model

The purpose of this research is to improve the competence of teachers in teaching multi-literacy through a training programme based on the Read–Answer–Discuss–Explain–Create (RADEC) learning model. This descriptive qualitative study was conducted in a private primary school in Bandung, West Java, Indonesia. The participants included were a teacher and 29 students (17 male and 12 female students, with an average age of 11 years). Documentations, observations and interviews were used as data collection. The data were analysed quantitatively and through the Rasch model. The results show that mentoring during the implementation of the RADEC model can increase teachers’ knowledge of multi-literacy learning and teachers’ skills in planning and implementing the RADEC model. It can be concluded that the RADEC learning model contributes to a positive change in student learning, promotes 21st-century skills and includes multi-literacy skills. Thus, trainers can use the RADEC learning model to enhance teachers’ ability in teaching multi-literacy.           Keywords: Multi-literacy, RADEC model, teachers’ competence

scholarly journals Investigating the Relationship between Cognitive Distortions and Academic Stress for Intermediate School Teachers before and during Work

2020 ◽  
Vol 9 (5) ◽  
pp. 46
Author(s):  
Asmaa Mostafa Ali El-Shokheby
Keyword(s):  
Cognitive Distortions ◽  
Intermediate Stage ◽  
Academic Stress ◽  
Intermediate School ◽  
School Teachers ◽  
Stress Scale ◽  
Significant Difference ◽  
Education College ◽  
The Relationship ◽  
Level Analysis

The current study aimed to investigate the correlation between cognitive distortions and academic stress among intermediate school teachers before and during admitting work at Dilam region in Saudi Arabia. The sample comprised of 120 females, with 63 trainee students from Education College, fourth year, and 57 intermediate school teachers with various years of experience. The sample aged from 20 to 23 years for trainee students, and from 30 to 50 years for intermediate school teachers. Cognitive distortions Scale, (Qurashi, 2016) and the Academic Stress Scale (Hussain,2015) were used to assess the major variables of the study. The study adopted a descriptive design to test the correlation between variables. The results showed that teachers of the intermediate stage before and during admitting actual work have moderate cognitive distortions and academic stress level. Analysis of variance showed that no statistically significant difference in cognitive distortions attributed to specialization and that experience was not a significant factor. Futher, interaction between specialization and experience was not significant. Similarly, results implied that there were significant differences between specialization and experience on academic Stress. Also the results indicated that all coefficients were statistically significant. It showed the strong direct correlation between cognitive distortions and academic stress.

Media Education and Prevention of Cyberbullying

2018 ◽  
Vol 52 (2) ◽  
pp. 140-150
Author(s):  
Eva Poláková
Keyword(s):  
Human Rights ◽  
Civic Education ◽  
Media Education ◽  
Negative Consequences ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary And Secondary Education ◽  
Internet Users ◽  
Learning Conditions ◽  
On Line

Abstract Introduction: European-wide bullying statistics shows that 93% of Internet users aged 9-16 have bullying experience, or have been bullied, or they have been bullying online1. The article highlights the most common threats encountered in communicating in cyberspace, with emphasis on cyberbullying and its possible negative consequences in the context of victim’s self-sacrifice. Based on the results of more researches, including also ours, it justified the need of media education implementation as across-cutting theme in primary and secondary education and high schools in order to develop critical thinking as a prerequisite of respect of human rights and cyberbullying. Conclusions: The didactic materials (praxeological results of applied project APVV-14-0176 solved at the Department of Ethics and Civic education, Faculty of Pedagogy, Matej Bel University in Banská Bystrica) are available online for primary school teachers. Teachers can use them directly to prepare specific media education topics, including cyberbullying, or to adapt them creatively to their own learning conditions and to share their pedagogical experience in an available on-line blog.

scholarly journals Learning to watch TV: the experience of teaching a media through another media

Comunicar ◽  
2005 ◽  
Vol 12 (24) ◽  
pp. 90-96
Author(s):  
Morella Alvarado-Miquilena
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Learning Experience ◽  
Media Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educación A Distancia

This paper makes a brief description of a distance learning experience. It has been promoted by some research of the Institute of Communication (ININCO) based on the project named «Media, Education and Communication». The purpose of the virtual lesson «Learning to watch TV» is to train primary school teachers from an educommunicative perspective. It is part of the curriculum of education for the creative use of television. En el presente trabajo se hace una breve descripción de una experiencia de educación a distancia, promovida por el Instituto de Investigaciones de la Comunicación (ININCO), y que pertenece a la línea de investigación «medios, educación y comunicación». El aula virtual «Aprender a ver TV», se propone capacitar docentes de educación básica desde una perspectiva edu-comunicativa y se imparte dentro del bloque de materias de la especialización: «Educación para el uso creativo de la televisión».

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