Arithmetic via Television: Demonstration Lessons at Springfield

1956 ◽  
Vol 3 (4) ◽  
pp. 168
Author(s):  
R. C. Glazier

Last spring the public schools of Springfield, Missouri presented two demonstration lessons in arithmetic. One of these was conducted by Mrs. Naomi Hall with her first graders at Sunshine School and the other by Mrs. Thelma Smith with a sixth grade from the same school.

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 113-118 ◽  
Author(s):  
Nathane Sanches Marques Silva ◽  
Patrícia Abreu Pinheiro Crenitte

Objective: To compare the spelling ability of schoolchildren from the fourth to sixth grades of the elementary schools in the private and public schools of Bauru, São Paulo, and to verify whether errors are overcome as studies progress and the hierarchy of errors as to how often they occur. Methods : A dictation was applied to 384 schoolchildren: 206 from the private schools: 74 were at the fourth grade, 65 at the fifth grade, and 67 at the sixth grade; and 178 from the public schools; 56 at the fourth grade, 63 at the fifth grade, and 59 at the sixth grade of elementary school. Student's t test was used. Results: In comparison of total spelling errors score, difference was found among the fourth and sixth grades of the private and public schools. Spelling errors decreased as education progressed, and those related to language irregularities were more common. Conclusion: Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.


TAYACAJA ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Sandra Elizabeth Huamán Pastorelli ◽  
Carlos Alberto Choquehuanca Saldarriaga ◽  
Alberto Valenzuela Muñoz

The objective of the article has been to determine the relationship that exists between the environmental literacy of the students and their teachers of fifth and sixth grade of primary of the public and private schools of Metropolitan Lima 2019. A survey was applied to 1,396 primary education students, of whom 645 were in the fifth grade and 751 in the sixth grade and its 33 teachers, previously 11 public schools and 7 private schools were selected from all the UGELs of Metropolitan Lima area. According to the results of the research, it was concluded that there is an average level of literacy for students and teachers of 5th and 6th grade of primary education in Metropolitan Lima and a highly significant relationship between the environmental literacy of these students and their teachers , which leads to consider that, if you want to improve the literacy level of students, you must also improve the literacy level of teachers and the teaching of environmental issues be part of the school curriculum.


2008 ◽  
Vol 32 (2) ◽  
pp. 305
Author(s):  
Mark Loane

?MUSCULAR CHRISTIANITY? was a system which relied upon sport to allow people to grow in a moral and spiritual way along with their physical development. It was thought that . . . in the playing field boys acquire virtues which no books can give them; not merely daring and endurance, but, better still temper, self restraint, fairness, honor, unenvious approbation of another?s success, and all that ?give and take? of life which stand a man in good stead when he goes forth into the world, and without which, indeed, his success is always maimed and partial [Kingsley cited from Haley, in Watson et al].1 This system of thought held that a man?s body is given him to be trained and brought into subjection and then used for the protection of the weak, the advancement of all righteous causes [Hughes, cited in Watson et al].1 The body . . . [is] . . . a vehicle by which through gesture the soul could speak [Blooomfield, cited in Watson et al].1 In the 1800s there was a strong alignment of Muscular Christianity and the game of Rugby: If the Muscular Christians and their disciples in the public schools, given sufficient wit, had been asked to invent a game that exhausted boys before they could fall victims to vice and idleness, which at the same time instilled the manly virtues of absorbing and inflicting pain in about equal proportions, which elevated the team above the individual, which bred courage, loyalty and discipline, which as yet had no taint of professionalism and which, as an added bonus, occupied 30 boys at a time instead of a mere twenty two, it is probably something like rugby that they would have devised. [Dobbs, cited in Watson et al]1 The idea of Muscular Christianity came from the Greek ideals of athleticism that comprise the development of an excellent mind contained within an excellent body. Plato stated that one must avoid exercising either the mind or body without the other to preserve an equal and healthy balance between the two.


Author(s):  
David Gannon

"Propaganda aims to to turn resentment into rebellion or loose coalition into unity." (Mangan, 1986, p. 113) Contemporary commentators and historians alike have commented on the way patriotic and imperial propaganda 'mush­roomed' (Porter, 2004, p. 180) between 1870 and 1914. What is particularly remarked upon is the greater emphasis which was placed on patriotic and imperial themes in schools and youth groups. It is important then to examine this trend, to understand the reasoning and implementation so to be able to make a judgement as to its effectiveness and impact on the young of the day. When examining the emphasis on patriotic and imperial themes in schools and youth groups it is first important to realize that it is a mistake to treat them as a homogenous whole. Treating Eton or Harrow the same as a school in a working class district of London or any larger industrial city would overlook some important differences in what propaganda was trans­mitted and how it was transmitted. As Mangan (1986, p. 113) points out, until 1902 there were essentially two different education systems, one encompassing the public schools and the other covering the vast majority of children. Only by ac­cepting this fact can we begin to see clearly how and why values were transmitted and make some judgment as to its effect. This difference can be seen clearly in the question of teaching materials for schools. A lot of focus has been on the introduction of new subjects in schools, especially the humanities, and the textbooks which were designed to teach these subjects. These text books, according to MacKenzie (1984, p. 177) were to instill a certain set of values; patriotism, good citizenship, and moral training. With a contemporary perception of external weakness and greater threat to Britain's position, it was natural to inspire the class of future leaders, through the example of role models who embodied virtuous and moral lives, to be part of the Imperial enterprise.


Author(s):  
Masahiro Nagai ◽  
Noriyuki Matsunami

Japanese parents are genuinely concerned about their children's education, especially if the latter display exceptional abilities. Such parents also believe that the public education system insufficiently nurtures their gifted children's potential. Consequently, parents frequently enroll their children in private schools and afterschool programs at cram schools (juku), which feature accelerated, condensed curriculums. Juku have subsequently prospered, with approximately 37.8% of Japanese sixth grade students attending one (Ministry of Education, Culture, Sports, Science, & Technology in Japan, 2008). Public schools have noted juku students' excellent examination results and begun hiring juku instructors (Kuroishi, 2009). Unfortunately, equally gifted, but poor, students cannot afford to enroll in these institutions (Mimiduka, 2009). Therefore, the authors propose implementing an e-learning system, granting students affordable access to supplemental learning opportunities. Herein, they discuss the state of Japanese gifted education before highlighting e-learning's effectiveness in this context based on practical educational research at a Tokyo elementary school.


2016 ◽  
pp. 1176-1200
Author(s):  
Masahiro Nagai ◽  
Noriyuki Matsunami

Japanese parents are genuinely concerned about their children's education, especially if the latter display exceptional abilities. Such parents also believe that the public education system insufficiently nurtures their gifted children's potential. Consequently, parents frequently enroll their children in private schools and afterschool programs at cram schools (juku), which feature accelerated, condensed curriculums. Juku have subsequently prospered, with approximately 37.8% of Japanese sixth grade students attending one (Ministry of Education, Culture, Sports, Science, & Technology in Japan, 2008). Public schools have noted juku students' excellent examination results and begun hiring juku instructors (Kuroishi, 2009). Unfortunately, equally gifted, but poor, students cannot afford to enroll in these institutions (Mimiduka, 2009). Therefore, the authors propose implementing an e-learning system, granting students affordable access to supplemental learning opportunities. Herein, they discuss the state of Japanese gifted education before highlighting e-learning's effectiveness in this context based on practical educational research at a Tokyo elementary school.


1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.


1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.


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