The Teachers’ Course in Arithmetic in the Normal School: A Plea for Professionalized Subject Matter

1925 ◽  
Vol 18 (7) ◽  
pp. 406-417
Author(s):  
Clifford Brewster Upton
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary Schools ◽  
Subject Matter ◽  
Professional Training ◽  
High School Graduates ◽  
Large Majority ◽  
Normal School ◽  
Normal Schools

What training is necessary to prepare high-school graduates to teach arithmetic and other subjects in the modern elementary school? This question has come to be a very important one in every normal school and particularly in those normal schools which still have a two-year course at the end of which the students accept positions to teach. This question is a difficult one to answer because teachers to-day need a much broader professional training than formerly. One attempt to solve this problem has been to increase the length of the normal-school course from two years to four years, but even in those schools where the four-year course exists comparatively few students remain to complete it, the large majority accepting positions after finishing the two-year or three-year curricula offered in those schools. Hence, how to Prepare students in two or three years to teach effectively in elementary schools is still a vital question in practically all our normal schools.

scholarly journals Nutritional Status of Children in Three Pre-elementary Schools in Medan, North Sumatera Abstract

2019 ◽  
Vol 32 (7-8) ◽  
pp. 198-205
Author(s):  
Abdul Gani ◽  
Erliana Malik Miraza ◽  
Iskandar Z. Lubis ◽  
Endang D. Hamid ◽  
Sjarjikat Tarigan
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary Schools ◽  
Nutritional Status ◽  
Educational Level ◽  
High School Graduates ◽  
Anthropometric Measurements ◽  
Protein Calorie Malnutrition ◽  
Significant Difference ◽  
Nutritional Status Of Children

Anthropometric measurements have been taken on 162 children of Methodist, Dharma Wanita USU and Aisyiah pre-elementary schools in Medan to assess their nutritional status. This study was done cross sectionally from january to February 1990. The nutritional status of those children were then compared among those schools with the assumption that father's income and educational level of mothers were different. By the parameters of W!A, HI A. q.nd WIH it showed that the nutritional status of children in the pre-elementary schools were generally quite good. Using parameters W/A and W/H there was a significant difference between the children in Methodist and in Aisyiah (p <0.001). University graduated mothers could be found in Dharma Wan ita USU, whereas in Methodist and Aisyiah pre-elementary schools the mothers were mostly secondary high school graduates. Father's income above Rp. 150.000,- could be found in Methodist pre-elementary school subsequently followed by Dharma Wanita USU pre-elementary schools, whereas in A isyiah pre-elementary school the father's income was mostly between Rp. 100.000,and Rp. 149.999,-. By using the Water/ow classification we found 9.88% children with acute Protein Calorie Malnutrition, whereas chronic Protein Calorie Malnutrition only 2.46%. The nutritional status of children in the three pre-elementary schools could be concluded as good.

scholarly journals Permasalahan Pendidikan Dasar Tentang Kualitas Guru Mengajar : Studi Kasus di Kabupaten Purwakarta

2019 ◽  
Vol 2 (2) ◽  
pp. 246
Author(s):  
Inda Septiani ◽  
Titania Sukana
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary Schools ◽  
Data Collection ◽  
High School Graduates ◽  
Research Subjects ◽  
The Government

<p><br />ABSTRAK<br /> Tujuan dari penelitian ini adalah untuk mengetahui jumlah lulusan SMA yang mengajar di sekolah dasar. Peneliti akan melaksanakan observasi dan wawancara dengan kepala sekolah SDN 1 Cipaisan. Subjek penelitian adalah kepala sekolah SDN 1 Cipaisan.Teknik pengumpulan data yang digunakan pada penelitian ini adalah wawancara dan observasi.Berdasarkan hasil penelitian yang telah peneliti lakukan adanya lulusan SMA yang mengajar di sekolah dasar merupakan kesalahan dari tiga pihak yaitu kepala sekolah, pemerintah dan lulusan sarjana pendidikan itu sendiri.<br />ABSTRACT<br />The purpose of this study is to find out the number of high school graduates who teach in elementary school. The researcher will carry out observations and interviews with the principal of SDN 1 Cipaisan. The research subjects were the principal of SDN 1 Cipaisan. Data collection techniques used in this study were interviews and observations. Based on the results of research that researchers have done, the existence of high school graduates who teach in elementary schools is the fault of three parties, namely the principal, the government and graduates of the education itself.<br />Kata Kunci : Kesenjangan, Pendidikan, Lulusan SMA, Lulusan Sarjana</p>

Are Particular Abilities Necessary for Pupils to Gain an Understanding of the Elementary and Secondary Mathematics as Usually Given at the Present Time

1914 ◽  
Vol 6 (4) ◽  
pp. 192-197
Author(s):  
Charles F. Wheelock
Keyword(s):  
High School ◽  
Elementary School ◽  
Subject Matter ◽  
Secondary Mathematics

The student of mathematics in the elementary school and the high school is called upon to deal with three quite different and distinctly marked kinds of subject matter.

Professionalized Subject Matter for Junior High School Mathematics Teachers

1953 ◽  
Vol 46 (8) ◽  
pp. 541-547
Author(s):  
Myron F. Rosskopf
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Junior High School ◽  
Subject Matter ◽  
Professional Training ◽  
Junior High ◽  
School Mathematics ◽  
Specific Information ◽  
Junior High School Teachers

Much has been written concerning the training of secondary school mathematics teachers. Leaders in mathematics education have had many words to say about both the educational and mathematical training of prospective teachers. Usually the latter training is divided into pure mathematics and professional mathematics. The concern of this paper is the professional mathematics training of junior high school teachers. Of approximately fifty references that were examined in the preparation of this paper, there were only two that treated explicitly the content of a professionalized subject-matter course.1 The others made recommendation that such a course ought to be given or that it should be included in a professional-training program but did not give specific information. The question of what to include in a professionalized subject-matter course or how far to go with such a course is still an open question. In this paper an effort will be made to indicate with two or three topics how far to go in such a course. No attempt will be made to indicate what to include in a semester or full-year course.

Improving the Mathematical Competency of Teachers in Training

1958 ◽  
Vol 5 (2) ◽  
pp. 84-86
Author(s):  
Wilbur Waggoner
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Subject Matter ◽  
Mathematical Education ◽  
High School Mathematics ◽  
School Teachers ◽  
Educational Literature ◽  
Educational Testing Service ◽  
Lay Public

ONE NEED NOT READ too widely in the educational literature of today to note a concern for the mathematical capabilities of the persons who are preparing for positions as elementary school arithmetic teachers. “Less than 20 per cent of prospective elementary school teachers understand arithmetic. One study of 211 teachers showed that 150 of them had an abiding hatred for it.” 1 The above quotation appeared in Parade, a magazine written for the lay public. A further discussion on the problem of competency in subject-matter of arithmetic teachers may be found in Problems of Mathematical Education2 published by Educational Testing Service. This report says, “In majority of cases an individual with ambition to teach in an elementary school can matriculate without showing any high school mathematics on his record. He can graduate without studying college mathematics.”

Methodological training as the key link in competence approach implementation and education quality improving

10.12737/284 ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 0-0 ◽  
Author(s):  
Артемьева ◽  
Svetlana Artemyeva
Keyword(s):  
High School ◽  
Professional Training ◽  
High School Graduates ◽  
Education Quality ◽  
Independent Work

Actual aspects of modern higher professional training, such as the ways of competent approach realization while preparing of experts, requirements to organization and maintenance of students' independent work, problems of high school graduates’ methodological preparation are considered in the article.

scholarly journals KOLB’S EXPERIENTIAL LEARNING AS AN EFFECTIVE LEARNING MODEL IN CREATIVE PRODUCT AND ENTREPRENEURSHIP SUBJECTS

2019 ◽  
Vol 2 (1) ◽  
pp. 27 ◽  
Author(s):  
Stephanus Fajar Pamungkas ◽  
Indah Widiastuti ◽  
Suharno Suharno
Keyword(s):  
High School ◽  
Experiential Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
High School Graduates ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Vocational High School ◽  
Effective Learning ◽  
Creative Products

<span>Student learning outcomes are influenced by the ability of students to understand and the ability of teachers to deliver subject matter. In the delivery of subject matter, appropriate and effective learning models are needed to improve student understanding. This article presents an effective learning model for Creative Products and Entrepreneurship subjects in Vocational School.  The aim of this subject is to form students to have the character, skills, and understanding as an entrepreneur, and to be able to bring up quality young entrepreneurs. To achieve the learning goal, learning activities must involve students directly. The experiential learning model emphasizes the role of active student experience and involvement. Through practice-based learning experiences, students feel more confident in handling jobs in real work. Learning through this model is able to facilitate students in learning so that it could improve student learning outcomes. Therefore, experiential learning is one alternative solution in the Creative Products and Entrepreneurship learning process. The research method used is a review literature by analyzing various relevant sources related to the importance of experiential learning and the challenges of its implementation. Creative Products and Entrepreneurship learning in Vocational Schools is implemented in various forms of production and business-based learning which is a real practice. Through experiential learning, it is expected that entrepreneurial learning objectives could be achieved and young entrepreneurs from Vocational Schools could increase significantly. This is in accordance with the concept of work, continuing study, and entrepreneurship for vocational high school graduates. In addition, it also supports the Entrepreneurial School program as an effort of the government to achieve the vocational high school revitalization target, while at the same time reducing the unemployment rate of vocational high school graduates.</span>

Clubs: Hubbard High School Mathematics Contest

1981 ◽  
Vol 74 (2) ◽  
pp. 123-124
Author(s):  
Betty L. Baker
Keyword(s):  
High School ◽  
Elementary School ◽  
Elementary Schools ◽  
School Mathematics ◽  
Eighth Grade ◽  
Classroom Teachers ◽  
High School Mathematics ◽  
Elementary School Mathematics ◽  
Chicago Area ◽  
Eighth Grade Students

Since 1973 one of the most popular activities of the Hubbard High School (Chicago) chapter of Mu Alpha Theta bas been its annual Elementary School Mathematics Contest. The competition, which involves eighth-grade students from neighboring public and parochial elementary schools, is patterned after a once-popular Chicago area television quiz show called “It's Academic.” In 1980 sixteen schools and forty-eight students, selected by their classroom teachers, participated in this contest.

After Commencement, Clarity

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 52-55 ◽  
Author(s):  
Linda Freeman
Keyword(s):  
High School ◽  
High School Graduates ◽  
Autism Spectrum ◽  
Speech Language Pathologists

Without the supports of IEP programming, high school graduates on the autism spectrum may struggle. Here are five ways speech-language pathologists in schools can help them transition to what's next.

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