Stroje versus lidé – tematika vztahu člověka a umělé inteligence ve školním kurikulu

2020 ◽  
Author(s):  
Radim Štěrba
Keyword(s):  
School Curriculum ◽  
School Teaching ◽  
School Classroom ◽  
Karel Capek ◽  
Methodological Approaches

Th e paper maps the possibilities of including the topic “artifi cial intelligence versus man” in school teaching. Based on the use of classical fi ction, the work of Karel Čapek, Philip K. Dick and Isaac Asimov presents possible projections of this topic into the school curriculum and suggests possible methodological approaches usable in school classroom.

Pedagogical Translation in School Curriculum Design

2020 ◽  
pp. 279-299
Author(s):  
Georgios Floros
Keyword(s):  
Curriculum Design ◽  
Social Practice ◽  
School Curriculum ◽  
Main Question ◽  
Emergent Bilinguals ◽  
Methodological Approaches ◽  
School Curricula

The main question regarding the use of pedagogical translation in schools has now shifted from the if-question to the how-question, especially given the challenges posed by the increasing worldwide migration. Pedagogical translation is recognized today as an extensive social practice, and recent research is interested in how pedagogical translation can become more effective through novel types of translation, such as media translation. This chapter argues that pedagogical translation is a type of literacy and focuses on what pedagogical translation, notably both the interlingual and the intralingual types, can afford in mixed classrooms in terms of the main methodological approaches used. It also examines how these two types of translation can best be integrated in various types of school curricula with the aim to serve the specific needs of mixed classrooms and the idea of educating emergent bilinguals.

scholarly journals MAIN CONTEMPORARY TRENDS IN DIFFERENTIATED SCHOOL TEACHING ABROAD

2020 ◽  
Vol 2 (30(57)) ◽  
pp. 12-13
Author(s):  
Irina Sergeevna Artyukhova
Keyword(s):  
Education System ◽  
Teaching Abroad ◽  
School Teaching ◽  
Individual School ◽  
Analytical Research ◽  
Methodological Approaches

The paper contains an incisive overview of the general world trends in individual and differentiated approach implementation in school teaching abroad. This analytical research was intended to identify and substantiate theoretical and scientific/methodological approaches applicable to differentiated and individual school teaching within the domestic education system.

scholarly journals Analysis Of Fundamental Factors In Planning And Teaching Conversation (keith s. Folse overview)

2019 ◽  
Vol 5 (2) ◽  
pp. 163-178
Author(s):  
Khudriyah
Keyword(s):  
High School ◽  
Junior High School ◽  
School Curriculum ◽  
Hard Work ◽  
Teaching And Research ◽  
School Teaching ◽  
High School Teaching ◽  
Speaking Skill ◽  
Conversation Class ◽  
The One

bstract: Conversation is part of speaking skill. Speaking is one of the English skill that must be taught since Junior High School. Teaching conversation needs hard work, the teachers should know everything related to the teaching. There are many factors influnce the teaching of conversation. According to Folse the one who has taught ESL / EFL for more than thirty five years in some countries. He has written many books on vocabulary, reading, speaking, writing, grammar, and listening, including the popular Great Wr iting series or Heinle Cengage. He has won many teaching and research awards said that there are five fundamental factors in planning and teaching conversation class such as learner’s age, profeciency, level, and goal; the school curriculum; the topic bein g discussed; the two language in the task and for the task, and the activity serves as vehical for conversation.  

The School Teaching of Roman Britain

1946 ◽  
Vol 15 (44) ◽  
pp. 42-48
Author(s):  
Aileen Fox
Keyword(s):  
School Curriculum ◽  
Ancient History ◽  
Roman Britain ◽  
The Past ◽  
School Teaching ◽  
The Subject ◽  
Material Things ◽  
Archaeological Approach

This is no place, and to-day there should be no need, to attempt to justify the inclusion of a study of Roman Britain in the school curriculum, nor to stress its fundamental purpose of demonstrating the power, grandeur, and humanity of Roman civilization as expressed in one of the least and most remote—yet to us the most familiar—of the Imperial provinces. This article is concerned with ways and means of teaching the subject and is intended as a response from an archaeologist to the difficulties expressed by teachers in handling unfamiliar material.As I see it, the problem of relating a study of Roman Britain to the study of Latin is part of the larger problem of devising methods of introducing the archaeological approach to the past into school teaching. And by the archaeological approach I mean getting in touch with the past through material things, the things that man has lost, or thrown away, the ruins of his home, his tomb, or his city for instance, the things that happen to survive to the present time; in short the things that are generally called ‘Roman Remains’. It is in this respect that Archaeology differs from History (even Ancient History), not in the aim, which they share—the recovery and interpretation of man's past—but in its methods and in the nature of its evidence. Of course it is not suggested for an instant that the textual and archaeological approach are conflicting, for it is generally recognized that they are complementary and must work together.

scholarly journals Law and Medicine: Myths and Realities in the Medical School Classroom

1975 ◽  
Vol 1 (2) ◽  
pp. 195-208
Author(s):  
George J. Annas
Keyword(s):  
Medical School ◽  
Medical Schools ◽  
School Curriculum ◽  
Dental School ◽  
Legal Medicine ◽  
School Classroom ◽  
The Law ◽  
Core Course

One way to increase cooperation between the professions of law and medicine is to teach law in medical schools in a way that emphasizes methods of approaching problems, and seeks to dispel the major myths that doctors have about the law. In this Article, Professor George Annas presents an outline of a core course in legal medicine “tailor-made” for inclusion in the medical (and, with appropriate modifications, dental) school curriculum.

Deciding When to Use Calculators

2000 ◽  
Vol 6 (2) ◽  
pp. 126-129
Author(s):  
Anthony D. Thompson ◽  
Stephen L. Sproule
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Prospective Teachers ◽  
Middle Grades ◽  
School Curriculum ◽  
National Council ◽  
School Teachers ◽  
Practicing Teachers ◽  
School Classroom ◽  
Teachers And Parents

The influence of technology, particularly the calculator, in the middle school classroom has become a compelling issue for both practicing and prospective teachers. The National Council of Teachers of Mathematics (1989) encourages the use of calculators in the middle grades, but teachers face a number of difficulties when they introduce calculators in their classrooms. In our work with both prospective and practicing teachers, we frequently hear the same concerns, particularly from middle school teachers, about incorporating calculators into the curriculum. These teachers ask, “When should I use calculators?” and “What should students know before I allow them to use calculators?” In particular, teachers want to be able to justify their answers to these questions to other teachers and parents who might be concerned about including calculator use in the middle school curriculum. The larger question that teachers often ask is “On what basis do I make the decision to use calculators with my students?”

scholarly journals The Implementation of Islamic Education in Building Preprimary Disabled Students Character

2021 ◽  
Vol 3 (2) ◽  
pp. 41-58
Author(s):  
Edi Sutejo ◽  
Nurdin Nurdin ◽  
Ahmad Syahid
Keyword(s):  
Religious Education ◽  
Mentally Retarded ◽  
School Curriculum ◽  
Islamic Education ◽  
Disabled Students ◽  
School Teaching ◽  
The Disabled ◽  
The Subject ◽  
Mentally Retarded Children ◽  
Character Building

This study examined the implementation of Islamic education in building preprimary disabled students characters. The main focus of this study was teachers strategies in building characters for mentally retarded children in the subject of Islamic religious education and character.  In conducting the study, we used a qualitative case study method. The case of this study was a state disabled in Palu city. Data were gathered through direct field observation, in-depth interviews which involve teachers and the school principla. We also analyzed written material, such as the school teaching activities, to understand how the character building strategies were integrated in the disabled school curriculum.  Our study found that the teacher's strategies in building character of mentally retarded children in the subject of Islamic Religious Education were through habituation and modeling techniques. The teachers of Islamic religious education applied  learning habits that contain good values ​​and attitudes. This included familiarizing with habits to maintaining cleanliness, Quran recitation, practicing prayers, and getting used to giving donation.

More than words: Chris Searle’s approach to critical literacy as cultural action

Race & Class ◽  
2009 ◽  
Vol 51 (2) ◽  
pp. 59-78
Author(s):  
Colin Lankshear ◽  
Michele Knobel
Keyword(s):  
Working Class ◽  
Critical Literacy ◽  
Literacy Education ◽  
Language And Literacy ◽  
Life Trajectories ◽  
School Teaching ◽  
The World ◽  
School Classroom ◽  
Teaching Life ◽  
Work Done

This article discusses what seem to us to be some of the key features of Chris Searle’s approach to language and literacy education within school classroom settings in England, as portrayed in his own writings and reflected in work done by his students and published in numerous compilations from Stepney Words (1971) to School of the World (1994). We understand his work as a sustained engagement in critical literacy, underpinned by an unswerving belief that being a literacy educator serving working-class communities is inherently a political, ethical and situated — material and grounded — undertaking. Throughout his school teaching life, Chris Searle took it as axiomatic that working-class children should learn to read, write, spell, punctuate and develop the word as a tool to be used in struggles — their own and those of people like them, wherever they may live — for improvement and liberation. Literacy education for working-class children must proceed from, maintain continuity with and always be accountable to the material life trajectories and prospects of these children. It can only do this by maintaining direct contact with their material lives and their situated being within their material worlds.

scholarly journals Technology Integration of Turkish Elementary School: Teaching Literacy Skills in the Post-COVID-19 Era

2021 ◽  
Vol 4 (2) ◽  
pp. 193-207
Author(s):  
Rıdvan Ata ◽  
◽  
Kasım Yıldırım ◽  
Pelin İpek ◽  
Umut Can Ataş ◽  
...  
Keyword(s):  
Elementary School ◽  
Technology Integration ◽  
Literacy Skills ◽  
Self Report ◽  
Classroom Teachers ◽  
Teachers Perceptions ◽  
School Teaching ◽  
School Classroom ◽  
Instruction And Curriculum ◽  
Middle Socioeconomic Status

This research aimed to explore the elementary school classroom teachers’ perceptions of technology integration into teaching literacy skills. A total of 122 elementary school classroom teachers working at different elementary schools from the middle socioeconomic status setting, enrolled in the study voluntarily. In this study, a self-report questionnaire developed by the researchers was used. The data was analyzed using Microsoft Excel spreadsheet to get descriptive statistics (frequencies) corresponding the research questions. The research findings indicated that most of the elementary school teachers employ different perspectives, including whole language, literature-based and balanced instruction, and curriculum and related textbooks to teach literacy skills. In addition, the findings showed that teachers use technology to increase the effectiveness of teaching literacy skills and their goals of technology integration to teach literacy skills differentiate. The teachers also benefit from the social media applications and professional organizations in increasing their awareness of technology integration into teaching literacy skills. These results expand our understanding of Turkish elementary school classroom teachers’ technology integration into teaching literacy skills by revealing their perceptions.

The parent-offspring microbiome and neurobehavioral development

2019 ◽  
Vol 42 ◽  
Author(s):  
Jeffrey R. Alberts ◽  
Christopher Harshaw ◽  
Gregory E. Demas ◽  
Cara L. Wellman ◽  
Ardythe L. Morrow
Keyword(s):  
Mammalian Species ◽  
Social Emotional ◽  
Behavioral Measures ◽  
Neurobehavioral Development ◽  
Emotional Function ◽  
Neurobehavioral Outcomes ◽  
Methodological Approaches ◽  
And Behavior

Abstract We identify the significance and typical requirements of developmental analyses of the microbiome-gut-brain (MGB) in parents, offspring, and parent-offspring relations, which have particular importance for neurobehavioral outcomes in mammalian species, including humans. We call for a focus on behavioral measures of social-emotional function. Methodological approaches to interpreting relations between the microbiota and behavior are discussed.

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