Issues in the Transition of English Education from Elementary Schools to Secondary Schools

2013 ◽  
pp. 41-55
Keyword(s):  
Elementary Schools ◽  
Secondary Schools ◽  
English Education

The Toronto Board of Education's Benchmarks in Mathematics

1992 ◽  
Vol 39 (6) ◽  
pp. 51-55
Author(s):  
John L. Clark
Keyword(s):  
Elementary Schools ◽  
School Districts ◽  
Secondary Schools ◽  
Board Of Education ◽  
Achievement In Mathematics

Today, most school districts are increasingly being held accountable for the quality of their programs. The Toronto Board of Education, which has 114 elementary schools with approximately 41,000 students and 39 secondary schools with approximately 30,000 students, is no exception. In May 1987, the board mandated the development of s tandards for students' achievement in mathematics and language at the end of grades 3, 6, 8, and 10. Until this time no systemwide testing or standards had existed. Guidelines had been established for evaluating students and reporting to parents, but schools and teachers were left to work out their own procedures.

scholarly journals Teachers’ Attitudes to Team Teaching in Japanese Elementary Schools

2019 ◽  
Vol 2018 (1) ◽  
pp. 109
Author(s):  
Frances Shiobara ◽  
Keiko Sakui
Keyword(s):  
Elementary Schools ◽  
Team Teaching ◽  
English Education ◽  
Language Teachers ◽  
School Level ◽  
Secondary School Level ◽  
Teachers Attitudes ◽  
Homeroom Teachers ◽  
The Impact ◽  
Japanese English

Team teaching (TT) has been playing an important role in Japanese English education, especially at the secondary school level, since it started over 30 years ago (Reed, 2016). With the expansion of English education at the elementary school level, the impact of TT on English teaching is going to be even greater. This paper explores the current practices in TT by interviewing teachers who have been participating in it in elementary schools. The interviews offer insights from the different perspectives of homeroom teachers (HRTs), Japanese teachers of English (JTEs), and assistant language teachers (ALTs) to show how TT has been conducted in practice. The results imply that TT is a complicated system in which the roles of the three types of teachers are intertwined and are not necessarily clearly defined. The paper offers suggestions for optimizing educational outcomes within the system of TT. ティームティーチング（TT）は、日本の中高等学校の英語教育において３０年以上大切な役割を果たしてきた（Reed, 2016）。小学校の英語教育の早期化・教科化にともない、TTはこれまで以上に重要な意味を持つと考えられる。本研究は、小学校での英語教育に携わっている小学校学級担任（HRT）、日本人英語教師（JTE）、外国語指導助手（ALT)にインタビューを行い小学校でのTTに関する実践報告を行う。インタビューの分析結果によると、TTはそれを担当する異なる教員の役割が必ずしも明確ではないため複雑なシステムになっていることが明らかになった。これらを受けてTTにおいて教育的効果を上げるための実践的示唆を提示する。

scholarly journals Generalization of opinions for forms and methods of teaching used od lower stages of universities

2005 ◽  
Vol 53 (6) ◽  
pp. 247-256
Author(s):  
Rudolf Šrámek
Keyword(s):  
Elementary Schools ◽  
Secondary Schools

Competent persons show, that more than 90% of teachers of Czech elementary schools and secondary schools until and since of 90-s of last century used and still use stereotype forms and methods of teaching; these procedures, which are little autonomic, formative and social. Procedures of sharing know- ledge to students and underestimating of deducing of knowledge with students.

scholarly journals W oczekiwaniu na niepodległość. Stanowisko lubelskiej „Szkoły Polskiej” (1916-1918) wobec edukacji narodowej

2019 ◽  
pp. 75-87
Author(s):  
Iwonna Michalska
Keyword(s):  
Elementary Schools ◽  
Secondary Schools ◽  
Education System ◽  
Young Generation ◽  
Good Education ◽  
National Education ◽  
The Past ◽  
The Future ◽  
Polish School ◽  
Additional Education

This work reconstructs opinions concerning national education in independent Poland presented in 1916-1918 in the magazine titled Szkoła Polska (Polish School) – a body of a local division of Stowarzyszenie Nauczycielstwa Polskiego (Polish Teachers’ Association) in Lublin. The main goal of education was understood as instilling patriotism in the young generation of Poles based on their own most valuable achievements rather than on remembrance of injuries and persecution suffered at the hands of the enemy. It was believed that the memory of the past should be cherished, yet it could not dominate the present and the future. It was demanded that 7-year obligatory elementary schools should be established as well as 4-year secondary schools and 3-4-year occupational schools. What was deemed important was the need to involve illiterate adults in mandatory schooling and to provide additional education to graduates. It was maintained that the reborn Polish education system should be open to the latest pedagogical trends and, most of all, it should replace verbalism and teaching from books with teaching through experience. It was the teachers that were supposed to guarantee good education of children and teenagers, as they were active, creative, independent, had requisite professional qualifications, and were willing to self-educate.

Influence of Occupational Socialization on Elementary Physical Education Teachers’ Beliefs and Curricula

2020 ◽  
Vol 39 (1) ◽  
pp. 9-17 ◽  
Author(s):  
Laura Prior ◽  
Matthew Curtner-Smith
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Elementary Teachers ◽  
Secondary Schools ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Socialization Theory ◽  
Elementary Physical Education ◽  
Teachers Beliefs ◽  
Interpretive Methods

Purpose: Most research examining the effects of socialization on physical education teachers’ curricula is dated, has been incidental, and conducted in secondary schools. The purpose of this study was to examine the influence of occupational socialization on the curricula delivered by elementary teachers. Methods: Participants were 10 teachers. Data were collected with six qualitative techniques and analyzed by employing standard interpretive methods. Findings and Discussion: Three groups of teachers were identified. These were nonteachers, conservatives, and progressives. The curricula they delivered varied greatly in terms of pedagogies and quality. Each teacher group was closely aligned to orientations for teaching and coaching, and these orientations were forged by the teachers’ socialization profiles. Conclusions: The findings provided clues as to how the cycle of poor and nonteaching might be broken in U.S. elementary schools. In addition, these findings served to potentially modify occupational socialization theory pertaining to physical education.

scholarly journals The Teaching of Astronomy in China

1990 ◽  
Vol 105 ◽  
pp. 23-25 ◽  
Author(s):  
Feng Ke-Jia
Keyword(s):  
Elementary Schools ◽  
Secondary Schools ◽  
Natural Science ◽  
Liberal Arts ◽  
Astronomical Observation ◽  
Human Needs ◽  
Elective Courses

Astronomical education has been developing at an increasing rate in China since 1977. Many Chinese astronomers think that the development and the popularization of astronomical education are future human needs. For this reason, we use radio and TV broadcasts as well as planetariums to popularize astronomical education in our country. The teaching of astronomy is enhanced in schools step by step. For elementary schools many astronomical topics are included in a course under the general title of Nature. Some activities such as astronomical observation and courses of astronomical lectures are organized in secondary schools. In universities, elective courses of astronomy are arranged not only in some departments of natural science but also in some departments of liberal arts. Some students in other scientific departments are encouraged to take astronomical courses, so that universities can supply frontier science with researchers.

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