Pregled udžbenika iz harmonije za srednje muzičke škole autorke Mirjane Živković

Purpose: The objective of the study was to assess the self-assessment of information literacy among newly enrolled Japanese female college student in what concerns to the ability to operate office applications; namely, word processors, spreadsheets and presentation software. In addition, researchers also investigated the time period when they started using them. Methodology: A survey was performed on 272 junior college female students of humanities courses and 41 college students of nutrition science course in April 2018, right after their entrance ceremonies. Statistical free software R was used to process the data, which consisted of chi-square test of independence for a contingency table, and correspondence analysis. The parameters assessed were (1) self-evaluation of the ability to use office applications, and (2) the period of time the students started using time. Main Findings: ‘Upper intermediate’ level students in word processors were correlated with the period around ‘Class in elementary school’ or ‘Class in junior high school’. By contrast, ‘Upper intermediate’ level students in spreadsheeting were associated with the first contact in a ‘Class in junior high school’ or ‘Class in high school’. Presentation software has been used frequently since elementary school up to high school and its club activities. Finally, the results suggest that ‘Advanced’ level students were taught how to use all these applications from family members. Implications: These findings may help teachers to improve their academic curriculum in order to fill the gap between those who are skilled and those who are not. They also can give useful hints to explore new teaching methods on information literacy subjects in higher education. Novelty: The results suggest that that the period of time that students had their first contact with the applications affects the awareness of their importance and the motivation to learn them.

This article serves as the introduction to this special issue of Language Teaching Research on content-based language teaching (CBLT). The article first provides an illustrative overview of the myriad contexts in which CBLT has been implemented and then homes in on the five studies comprising the special issue, each conducted in a distinct instructional setting: two-way Spanish—English immersion in the USA, English-medium ‘nature and society’ lessons taught at a middle school in China, English-medium math and science classes in Malaysian high schools, English-medium history classes in high schools in Spain, and ‘sheltered instruction’ classes for English language learners in US schools. In spite of such divergent contexts, the five studies converge to underscore the pivotal role played by teachers in CBLT and the concomitant need for professional development to support them in meeting some of the challenges specific to CBLT.

A study of language-related episodes in online English-medium instruction classes in high schools in South Korea

The purpose of the research is to ground and develop the methods of the use of dancing exercises at physical training classes in high school and to experimentally verify their effectiveness.
 Research methods. Theoretical ones: study and analysis of pedagogical, scientific and methodological literature on the problems under research; a complex of empirical research methods: research and experimental work, observations, questionnaires, testing; statistical methods of research and data reduction.
 Research results. The paper reveals the peculiarities of the use of dancing exercises at physical training classes in high school. It shows that dancing exercises can and must be part of the physical education of high schoolers to develop their strength, flexibility, endurance, coordination abilities and to cultivate movement culture, musicality, dancing abilities and aesthetic taste. The study proves that the use of dancing exercises of classical choreography, rhythmic gymnastics and health-improving aerobics at the physical training classes in high school helps increase the level of development of flexibility, strength and agility.

Research Article| October 01 2008 Science Seminar: Science Capstone Research Projects as a Class in High School J. Reid Schwebach J. Reid Schwebach Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2008) 70 (8): 488–497. https://doi.org/10.2307/30163331 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation J. Reid Schwebach; Science Seminar: Science Capstone Research Projects as a Class in High School. The American Biology Teacher 1 October 2008; 70 (8): 488–497. doi: https://doi.org/10.2307/30163331 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

The objection of this study is to increase the level of interest and learning achievement about calculation of construction machinery subjects in the 11th grade of mechanical class of PIRI Sleman Vocational High School through the Lectora Inspire learning media. The type of this research is classroom action research. This research was conducted in two cycles. The research subject is mechanical class of PIRI Sleman Vocational High School, which includes fifteen male students. The data collection method is using the evaluation data which is collected through the learning achievement test, Beside that, the research is used to know the students interest in learning subjects Construction Engineering Calculations using a questionnaire. Data analysis method used is a comparative technique that compares the results of pre-test and post-test. The result showed that by using the Lectora Inspire learning media, the level of interests and learning achievement about calculation of construction machinery subjects in the 11th grade of mechanical class of PIRI Sleman Vocational High School was increased. In the first cycle, students interest reached about 64.87%, which is included in the high criteria. The initial competency of the subject obtained from the pre-test showing that there are three or 20% students have fulfilled the minimum achievement criteria, while twelve students or 80% students haven’t fulfilled it yet. The enhancement of student achievement in the first cycle, who passed the minimum achievement criteria is ten students with a percentage of 66.67% or the mean value is 75.07. For the second cycle of post test result showed the students who reached 75 point is thirteen students with a percentage of 86.67% or the mean value is 75.07. Overall, the interest level for study calculations of construction machinery in mechanical class of PIRI Sleman Vocational High School increased by 66.67%.

The objection of this study is to increase the level of interest and learning achievement about calculation of construction machinery subjects in the 11 th grade of mechanical class of PIRI Sleman Vocational High School through the Lectora Inspire learning media . The type of this research is classroom action research. This research was conducted in two cycles. The research subject is mechanical class of PIRI Sleman Vocational High School, which includes fifteen male students. The data collection method is using the evaluation data which is collected through the learning achievement test, Beside that, the research is used to know the students interest in learning subjects Construction Engineering Calculations using a questionnaire. Data analysis method used is a comparative technique that compares the results of pre-test and post-test. The result showed that by using the Lectora Inspire learning media, the level of interests and learning achievement about calculation of construction machinery subjects in the 11 th grade of mechanical class of PIRI Sleman Vocational High School was increased. In the first cycle , student s interest reached about 64.87% , which is included in the high criteria. The initial competency of the subject obtained from the pre-test show ing that there are three or 20% students have fulfilled the minimum achievement criteria , while twelve students or 80% students haven’t fulfilled it yet . The enhancement of student achievement in the first cycle, who passed the minimum achievement criteria is ten students with a percentage of 66.67% or the mean value is 75.07 . For the second cycle of post test result showed the students who reach ed 75 point is thirteen students with a percentage of 86.67% or the mean value is 75.07 . Overall, the interest level for study calculations of construction machinery in mechanical class of PIRI Sleman Vocational High School increased by 66.67%.

Since the first years of high school instruction in the Principality of Serbia, various Ministers of Education, principals and first gymnastics teachers had been thinking about physical education instruction. Better political, economic and cultural situation in Serbia together with the influences and ideas arriving from culturally developed European countries gave rise to several initiatives related to physical education instruction which were introduced into high school curricula. Persons with different qualification levels were engaged as physical education teachers (gymnastics teachers) and they remained at that position for a few years. The aim of the paper was to establish who the PE teachers were in High School of Užice since its establishment until the beginning of the First World War (1839-1914). Historical method was used in this paper. From 1839 until 1878 there were no organized physical education classes (physical exercise and gymnastics) because the first teachers in this school were not interested, or experienced about this type of instruction. By the written approval, the Minister of Education appointed in September 1878 the first gymnastics teacher Steva Trifunović, teacher of painting and calligraphy. In the next period the classes used to be realized by teachers of Serbian language, geometry and algebra, geography or officers and sometimes even all other homeroom teachers. Regardless the fact that those were all people who had acquired basic knowledge on physical exercising in military schools or in gymnastic societies, it was still not enough for professional work in PE education and its further promotion. The solution to the problem was initiated only in 1910. when Josef Jehlička came, at the invitation of the Ministry of Education of the Kingdom of Serbia, together with a group of Czeck Sokol leaders who had been sent to work in High School of Užice and improved quality of physical education classes in that school thanks to his professional competence. That led to the conditions for the PE classes in High School of Užice to become more significant in the system of general education of students.

The article presents ideas for reading educational texts in the Bulgarian language classes in junior high school and in both high school stages of secondary school. The types of texts read in an educational environment are reviewed from different point of view – as means of learning and as tools for achieving educational effects on the learners. The place of reading processes among the elements of the methodical paradigm is sought, more specifically in the methodical principles of teaching the Bulgarian language.

TEACHING STUDENTS how to be and think like historians is my fundamental goal for each of my secondary school classes. But when I begin each course by asking, does a historian do? I am often amazed by the difficulty students have in answering the question. Considering how continues to be taught, their reaction is not surprising. My students have to lear that does not center on the memorization of dates and names from textbook readings. High school classes should be balanced between providing historical context for understanding contemporary issues, while at the same time serving as ground zero for the training of future historians and teachers. Consequently, over the course of a year, students in my Advanced Placement United States classes are assessed on their ability to function as historians. Each class is exposed to a wide range of primary and secondary source documents from which students develop individual interpretations of the past. More significantly, however, I have them an oral project and I find that they greatly enjoy going into the field and, as oral historian Studs Terkel once said, uncover the living repositories of our past.' What often occurs as a result of this project is that students feel empowered by the opportunity to do history to

The research aims to identify effective methods and forms of interpretive activity of students in Russian language and literature classes aimed at achieving subject-specific and meta-subject results within the framework of preparing for the state final certification in the 11th grade. The paper examines one of the key methodological problems of the modern educational space, i.e., the organization of text work among graduates in Russian language and literature classes in the context of preparing for the final essay. The scientific novelty of the research lies in the fact that it presents a communicative-cognitive approach to text work in Russian language and literature classes in high school in the context of preparing students for the final essay. As a result, the stages of text work have been identified, the methods and techniques of students’ interpretive activity have been described. In addition, the paper has systematized questions and tasks that contribute to the organization of a dialogic classroom space, understanding of the text, help to actualize analytical work in class, activate the generation of students’ own texts based on the use of cognitive teaching methods, and also ensure the implementation of the requirements of the Federal State Educational Standard of Secondary General Education in the area of achieving students’ subject-specific, meta-subject and personal results during preparation for the state final certification.

The article is devoted to the solution of differentiated education problem at mathematics lessons in classes of general secondary school with the average number of thirty pupils in class. The relevance of the article is caused by the annual statistics of the state exams results confirming quite low level of pupils’ knowledge which prevents from achieving the main school purpose of preparing graduates being able to become the high-level up-to- date specialists. In this situation the problem of realization of differentiated education in general classes of secondary school seems to be important. The research mentioned in the article shows that the quality of teacher’s work is more important than the number of pupils in the class. It is noted that the appropriate choice of teaching methodology can improve the pupils’ knowledge under the conditions of limited resources of municipal general school. The term «differentiated education» means personally oriented approach which is based on the knowledge of each pupil’s personality and takes into consideration his or her individual features. The necessity of such approach is caused by the individual differences between pupils. The aim of the described methodology is to educate each of pupils according to the maximum level of his or her opportunities. The article suggests the option of individual education which provides the use of «intermediate» variant based on the division of pupils in the class in groups according to their abilities of learning new information. The realization of the proposed personally-oriented approach does not contradict to the main goal of the general education, which is to make every pupil learn the basic knowledge and skills of every subject and does not demand the school for additional resources. The article describes key stages of the realization of the proposed methodology such as the explanation of new information, the current theme tasks solving, daily monitoring and control. The description of the methodology is based on the personal practical experience of using this approach under the conditions of class-lesson’s system used in general school.

BackgroundPupils in secondary schools do not meet the targets for physical activity levels during physical education (PE) sessions, and there is a lack of data on the vigorous physical activity domain (VPA) in PE known to be positively associated with cardio metabolic health While PE session intensity depends on a variety of factors, the large majority of studies investigating these factors have not taken into account the nested structure of this type of data set. Therefore, the aim of this study was to investigate the relationship between various factors (gender, activity type, class location and class composition) and various activity levels during PE classes in secondary schools, using a multi-level statistical approach.MethodsYear eight (12–13 years old) adolescents (201 boys and 106 girls) from six schools were fitted with accelerometers during one PE session each, to determine the percentage (%) of the PE session time spent in sedentary (SPA), light (LPA), moderate (MPA), vigorous (VPA) and moderate-to-vigorous (MVPA) intensity levels. Two- and three-level (pupils, n = 307; classes, n = 13, schools, n = 6) mixed-effect models were used to assess the relationship between accelerometer-measured physical activity levels (% of class time spent in various activity levels) and gender, activity type, class location and composition.ResultsParticipants engaged in MVPA and VPA for 30.7 ± 1.2% and 11.5 ± 0.8% of PE classes, respectively. Overall, no significant association between gender or class composition and PA was shown. A significant relationship between activity type and PA was observed, with Artistic classes significantly less active than Fitness classes for VPA (5.4 ± 4.5 vs. 12.5 ± 7.1%, p = 0.043, d:1.19). We also found a significant association between class location and PA, with significantly less time spent in SPA (24.8 ± 4.8% vs. 30.0 ± 3.4%, p = 0.042, d:0.77) and significantly more time spent in VPA (12.4 ± 3.7% vs. 7.6 ± 2.0%, p = 0.022, d:1.93) and MVPA (32.3 ± 6.7% vs.24.8 ± 3.8%, p = 0.024, d:1.33) in outdoors vs. indoors classes.ConclusionsThe results suggest that class location and activity type could be associated with the intensity of PA in PE. It is essential to take into account the clustered nature of this type of data in similar studies if the sample size allows it.

Many countries that seek to boost their economy share the goal of promoting entrepreneurship. Whereas there is ample research on the predictors of entrepreneurship during adulthood, we know little about how pre-adulthood experience influences entrepreneurship later in life. Using a natural experiment, this paper examines whether introducing economics classes in school enhances entrepreneurial behavior in adulthood. Our difference-in-differences approach exploits curricula reforms across German states that introduced compulsory economics education classes in secondary schools. Using information on school and labor market careers for more than 10,000 individuals from 1984 to 2019, we find that the reform increases students’ entrepreneurial activities by three percentage points. Examining gender differences, we find that economics classes equally benefit female and male students. Our results advance our understanding of how pre-adulthood experiences shape individuals’ entrepreneurial behavior.

Reviewed by: Student Research Done Right! A Teacher’s Guide for High School and College Classes by Lisa Scherff, Leslie S. Rush Joy Landeira Lisa Scherff and Leslie S. Rush. Student Research Done Right! A Teacher’s Guide for High School and College Classes. Denver: McRel International, 2018. 95pp. “Grandma Joy, Do you know what my Nemesis is?” queried my 16 year old grandson. My first thought was that maybe he was studying the manual for his upcoming driver’s license test, or perhaps playing some new computer game with a character based on the Greek goddess of retribution. I responded, “No, Quinn, what is your Nemesis?” to which he replied, “MLA Style.” You might imagine my delight, not only as a grandparent, but also as an editor, that high schoolers take MLA style seriously! I gave him his own copy of the 8th Edition of the MLA Handbook, and told him that I know plenty of college students, and journal contributors too, whose downfall is still MLA style. Thank goodness for the dedicated teachers that start our students off on the right foot from an early age and for suitable resources to lead them to success. You might also imagine my delight when Student Research Done Right! A Teacher’s Guide for High School and College Classes showed up for review. Although the target audience is secondary school and early college English teachers, this basic compilation of research methods and exercises can also be used by teachers of other languages who are introducing and refreshing their students’ research techniques in college first year seminars, world language and literature classes, and international student orientation classes. Early chapters set the foundations for research practices that will last a lifetime. RAVEN, a mnemonic device, evaluates the credibility of sources, including online texts. By analyzing the author’s reputation, ability to see, vested interest, expertise, and neutrality, students become aware of the trustworthiness of sources. Another technique, the rhetorical précis, with its structured four-sentence paragraph and one-page practice template, develops summarizing skills that form the basis for abstracts and annotations. One of the most useful research habits is writing annotated bibliographies; many years after reading a document, researchers can review their annotations without re-reading the entire text. Often literary researchers find that an annotated bibliography can replace the traditional “review of literature” article sections [End Page 82] and book chapters. Short, but essential, discussions of how to formulate research questions and the differences between qualitative, quantitative and mixed methods research initiate students into the research process. Data collection through surveys, including ethics and human participant proposals, is briefly explained. After these critical preparatory skills are learned, classroom exercises and assignments address practical questions with activities for student practice in writing a literature synthesis paper, an explanatory or argumentative text, discursive argumentative writing or an academic paper with accompanying oral defense. Teachers will appreciate student writing examples that illustrate finished products from actual classes and serve as guides for how to structure assignments. Students will appreciate and retain the techniques since they are accompanied by useful memory prompts and learning devices. Staying on the “research arrow” from research question, to literature review, to research method, to results, to interpretation, discussion and implications will keep many a researcher on track and will keep their aim on target. This slim, well-organized guide helps us get what we all want, Student Research Done Right! Joy Landeira University of Wyoming Copyright © 2019 Rocky Mountain Modern Language Association