The Effectiveness of Accelerated Learning in Developing Writing Skills in the English Language Course for Third Intermediate Female Students: فاعلية التعلم السريع في تنمية مهارات الكتابة في مادة اللغة الإنجليزية لدى طالبات الصف الثالث المتوسط

The study aimed at exploring the effectiveness of Accelerated Learning (AL) in developing English writing skills of the third-grade intermediate female students. To achieve this aim، the researcher employed the quasi-experimental approach and the descriptive approach. The sample included 60 students purposively selected from the Nineteenth School which belongs Tabuk Education Department. The students were equally divided into two groups: experimental and control with 30 students for each. The experimental group was taught using (AL) and the control group was taught using the traditional method. The tools that had been used and applied; were designed by the researcher (teacher guide for teaching the selected unit using (AL) and writing skills test). Accordingly، the study revealed the following results: Five major writing skills in English have been determined for the third-grade intermediate female students (including writing a correct sentence، writing a complete composition، the skill of dictation، the skill of making an accurate summary and composing an e-mail) with 47 sub-skills under these five main skills. there are statistically significant differences at the level (α≤ 0.05) between the means of the degrees of the two groups (experimental and control) in the post-application of the effectiveness of Accelerated Learning (AL) test، in developing the writing skills for the benefit of the experimental group. In the light of these results; the researcher recommended and suggested the following: Using the teacher guide book، that had been designed for this study which based on Accelerated Learning (AL) in teaching other units.

Samuel Falk as Seen by Jacob Emden

This chapter focuses on the 1760s, wherein Samuel Falk was besmirched, cursed, and persecuted by Jacob Emden while frequently celebrated by various members of Christian society. It reviews extant testimonies that portray Falk as a controversial figure, such as being a fraud, a swindler, and a complete ignoramus, while others thought he was a teacher, guide, and spiritual leader for several prominent Freemasons. It also discusses Jacob Emden's campaign against Jonathan Eybeschuetz and his son Wolf and his crusade against Sabbatianism, which he regarded as a plague that had come to corrupt and destroy Judaism. The chapter highlights Emden's attack on Falk that links him with Moses David of Podhajce and with Jonathan Eybeschuetz. It analyses Emden's book that is full of his hatred of Falk, whom he derisively calls a ba'al shed, which meant possessed by a demon, instead of the term ba'al shem.

Table Techniques

There is a distinction between using technology as a tool for doing mathematical tasks and using it to develop conceptual understanding (Dick and Hollebrands 2011). In this article, the table feature of the TI-84 Plus graphing calculator is used in the second role, enabling students to participate in the reasoning and sense-making process. This article showcases four classroom activities that use tables as a dynamic tool for inquiry, applying numerical representations to algebraic, graphical, and geometric phenomena. Although these activities are presented using the TI-84 Plus CE graphing calculator, other calculator and computer platforms can be employed; see the Teacher Guide in more4U for details.

Use and Utility of Teacher Guides for Primary School Teachers in Punjab

This study is aimed at soliciting pubic primary school teachers’ viewpoints on use and utility of teacher guides, an initiative of government of the Punjab. Data were collected through focus group discussions of male and female teachers from District Sargodha. Teachers were asked to discuss need, importance and use of teacher guide and to suggest ways to improve. Focus group discussions were audio recorded, transcribed and analyzed for extracting themes. It was found that teachers acknowledged the need and importance of teacher guide for better teaching. It was noted from their discussion that teachers used Guides for lesson planning and activities but use of teacher guide was not optimal. Some of the teachers were using it in best possible way, while majority were using it occasionally. They highlighted difficulties and challenges like high workload, language of teacher guides and lack of learning material required for suggested activities. The y suggested revising guides for language, removing inconsistencies with respect to schedule of guide and academic calendar. They also suggested lower workload of teachers by recruiting new teachers, providing teachers with training to use guides and making monitoring and supervision more rigorous.

Pedagogical design capacity of lower-secondary mathematics teacher and her interaction with curriculum resources

Various curriculum resources emerged in the last decades, but the textbook still remains the most used teaching and learning resource in mathematics classrooms. In this paper, we use a case study to analyze teaching practice of one math teacher. The aim of the study is to examine how math teacher interacts with the textbook and teacher guide, especially when teacher offloads on those resources, adapts them or improvises in the classroom. The study was conducted using lessons observations and semi-structured interviews. The results showed that teacher does not favour particular type of resource mobilization. Her interaction with resources can be characterized as a dynamic interplay, where type of resource mobilization exchange between the lessons and within a lesson as well. Moreover, teacher’s mobilization of textbook and teacher guide depends on teacher’s goals and assessment of the most pedagogically beneficial instruction for students.