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1.
《同学少年》2004,(Z1)
Shanghai is to abolish key junior middle school in an effort to make school more mixed and make sure of an overall level of education. This year, graduates from primary schools will go to junior middle school close to their homes. Key middle schools came into being as a result of college entrance examina-tions after 1977. In the recent years, pupils in ordinary Shanghai schools have developed an inferiority complex, and many ceased to make much efforts in their studies. The decisi… 相似文献
2.
Aysen Bakioglu Cigdem Geyin 《美中教育评论》2009,6(10):1-8
The purpose of this study is to find out how teachers, principals, vice principals and students perceive school safety and how that differs related to school size. 194 educators and 1420 students＇ views were elicited by two self-deviced school safety inventories conducted in 10 state high schools in Istanbul in 2008. Cronbach alpha value for educators＇ safety perception inventory Cronbach was found to be 0.941 and 0.902 for Student School Safety Perception Inventory. Frequency, percentage, t-test, Kruskall Wallis H-analysis and Man Whitney U-techniques were used as statistical analysis. After analysis, it appeared that perceived safety problems in school as disciplines, interpersonal relations, school building, school counseling differ related to school size. When the school size increases, teachers reported that safety problems increase as well. Schools with 500-1000 students were perceived less problematic in discipline and interpersonal relations. Violence, drug dealing, carrying gun, stealing, appeared as common safety problems at schools. Principals and vice principals appeared as more optimistic than teachers in safety problems at schools. Female teachers and principals perceived building related problems, counseling problems more serious then male colleagues. School principals should scrutinize school safety problems, should develop school safety plans comprehensively and should update it regularly. Standards related to school size should be developed and number of students in a particular school should be determined according to those criteria. Social and cultural facilities should be built in connection with the number of students studying at school. Arrangements related to school size should take into account students grade, sex, duty of educators. School environment＇s safety should be paid more attention. 相似文献
3.
Pavlovic Slavica 《美中教育评论》2010,(10):62-69
This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina： its position in various proclamations and in primary school teachers＇ reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the 5-level Liken scale, on the sample of 105 primary school teachers working in Herzegovina-Neretva Canton （specific for its education reform implementation）. The aim was to examine the attitudes of the direct implementators of the education reform and the inclusive education （2003-2009）--primary school teachers, with particular reference to： teachers＇ acquaintance with inclusive education requirements; their involvement in its designing, planning and organization; relevant professional education; school preparedness for inclusive education; level of partnership with relevant subjects; and evaluation of the inclusive education implementation. The results obtained have indicated exactly the lack of the mentioned as the main issues of the implementation of inclusive education within compulsory primary schools in Herzegovina-Neretva Canton. Therefore, this paper gives a kind of guidelines for the improvement of the inclusive education, derived directly from the teachers＇ everyday experiences, problems, proposals, notes and suggestions. 相似文献
4.
Teachers' colleges and educational colleges are both cradles for the middle school teachers, and their teachers are teacher- trainers. As English teachers of this kind of schools, their major task is to try their best to bring up their students to be qualified junior English teachers. Herby I would like to emphasize the word' qualified' and the words'junior 相似文献
5.
isa Korkmaz 《美中教育评论》2011,(2):177-183
The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students＇ disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers＇ quality but also the school administrators＇. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. 相似文献
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7.
马灿杰 《语数外学习(高中版)》2009,(1):59-59
Many English novels have talked ＇about grammar schools. But not all grammar schools are private ones. Public authorities run most of them. According to the arrangement of the grammar school system, children begin their education at the age of five. They first enter infants＇ schools and study for two years. These pupils then move to the second stage and study four years more. These six years combine to make the primary school stage. At the end of the stage pupils are eleven and they take public examinations called the ＂eleven plus＂ which are given by the examining boards. Those who get high marks in the ＂eleven plus＂ can enter grammar schools while those who fail to do well have to enter other kinds of schools called secondary modem schools. 相似文献
8.
CHEN Hsiao-ching CHOU Chih-cheng 《美中教育评论》2007,4(7):56-58
High schools have over the past few decades been discredited with institutionalization, standardization, and academic-orientation （Manno, 1995; NASSP, 1996）. As a result, it has failed to prepare students for the society which has been undergoing exponential change. A majority of students have been either neglected or left uncared for because of their relatively low academic achievement. To meet with the persisting educational problems, the authors endeavor to investigate whether high schools, which have adopted the following four characteristics, are able to produce better-performing students than traditional institutionalized high schools. （1） More interactions between different members of the school. （2） Everyone holds responsibility for students＇ total development. （3） More teacher feel satisfaction and higher morale. （4） Less dropouts and fewer class-cuttings and lower rates of absenteeism. Based on the statistical data collected from 9,570 students in 781 high schools, the authors find that in both mathematics and science, academic gains are substantially higher in schools with higher levels of these four characteristics. One more important finding is that students are learning more in smaller schools, and the performance gaps between students from different backgrounds are smaller as well. 相似文献
9.
A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers. 相似文献
10.
Recess is a busy time in our school. I believe it is the same in all schools. Soon after the bell for recess rings, all the pupils come out of their classrooms. However, we do not run as our teachers have told us to be orderly at all times. Almost all the children go to the tuckshop which sells a variety of food and drinks. We line up in front of the different stalls and wait patiently for our turn. Nobody tries to jump the queue or push others. Our prefects make sure that discipline is observed by all. 相似文献
11.
刘英 《新课程导学(上)》2010,(33)
In England, many children go to nursery school from the age of about three, but these schools are not compulsory. Compulsory education begins at the age of five, when children go to primary school. Primary education takes six years, then pupils go to secondary education. After six years of secondary education, pupils take the General Certificate of Secondary Education (GCSE) examination. Most pupils take about eight subjects in this exam. 相似文献
12.
In the Albanian schools settings does not exist religious discrimination, neither gender discrimination, but there exists a discrimination, as unfair against children called ＂difficulty＂. The children who drop out of school are by far less numerous compared with those who start school, but who are not properly treated, so that they can progress the same as other children. The object of this article is the children with learning difficulties, the causes of these difficulties. One of the reasons, among many others, why this secret dropping out of school happens is also difficulty in learning that quite a few number of pupils have, which are not known to everyone, and consequently are not treated by all the teachers, or by the other people who surround the child, condemning him to a school failure and slim chances to succeed later in life. It has often been pointed out that to define the causes of these learning difficulties it is not an easy task. A large number of factors intermingle bringing about the hell of learning for some children. If it is impossible to intervene in different organic damages （even they in many cases can be prevented though）, at least those depending on people can be avoided by offering a favorable environment, showing fondness towards them and making efforts to help these children. Above all, the authors have to be willing, to know and be able to do this as parents and precisely as teachers. 相似文献
13.
The International Association for the Evaluation of Educational Achievement （IEA） initiated the Second International Technology in Education Study （SITES）--A longitudinal large-scale international comparative survey on the use of information and communication technologies （ICTs） in schools. The goal is to understand how ICTs effect teaching and learning in schools. SITES 2006 was the third module in this program to determine how teachers use ICTs, and to find out how school and education system factors influence teachers＇ pedagogical orientation. SITES 2006 administered three questionnaires： one for school principals, one for technology coordinators, and one for mathematics and science teachers, around 400 schools in each of 23 education systems. The main study took place during 2005-2007. This paper describes the South African educational context, provides an overview of the South African participation, speculates on South Africa＇s future participation, and provides a comparative glimpse of the use of ICTs in South African mathematics and science classrooms. 相似文献
14.
Melek Demirel 《美中教育评论》2010,(3):79-91
Educable mental retardation is a delay in acquiring basic reading, writing and counting skills emerging through late speaking and linguistic development along with social, emotional or behavioral problems. It is pointed out that such children have intelligence in the 45-74 range, and that they are incompetent in terms of language skills, perception power, memory capacity, imagination and creativeness. Primary school curriculum for educable mentally retarded children was adopted so as to implement beginning in 2001-2002 academic year. The curriculum was designed so as to apply in primary education schools where educable mentally retarded children attend or in private classes included in the body of primary education schools. It was designed in order for such children to improve their skills of understanding themselves, establishing positive social relations, adjusting to the social, technological and physical environment, and surviving independently. This current study is based on a qualitative method, and is focused on educable mentally retarded children who are at primary school age in Turkey. Having described the characteristics of such children, their needs are explained, the curriculum developed for such children is described, and teachers＇ views concerning the implementation of the curriculum are presented in this research. 相似文献
15.
Despite some pros for providing English courses in China’s primary schools, some factors should be acknowledged: pu-pils of young ages are less efficient in commanding the overall communicative skills than their older counterparts;teachers in manyprimary schools are not sufficiently competent as expected and are liable to build inadequate models that degrade children’s lan-guage learning;there exists some misunderstanding about critical period hypothesis in which it is believed that language acquisi-tion can only be successful during people’s younger age. The general provision of English courses in China’s primary schools maynot be as necessary and efficient as is generally advocated for the current state of affairs. 相似文献
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At present, the purpose of middle school English teaching is to improve students＇ skills of listening, speaking, reading and writing. However, the teachers and the students yield to the examinations, which result in many problems in English learning, particularly in English listening. The main causes of it are as follows： （ 1 ） Teachers and students think it＇s not important to practice listening in junior one and junior two. They prefer tactics for the examination of entering schools of a higher grade. （2）Listening is not taught systematically to students, such as how to choose words, make sentences, organize paragraphs, conceive the whole essay and so on. 相似文献
18.
Williams Emeka Obiozor 《美中教育评论》2010,(1):17-25,31
This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement. 相似文献
19.
Mustafa Yavuz GOkhan Bas 《美中教育评论》2010,7(4):83-93
In this research, elementary school principals＇ instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A ＂semi-structured interview technique＂, one of the qualitative research methods in the literature was used in the research. The study group was made up of elementary school teachers working in Nigde, Turkey, during the 2008-2009 academic year. For the study sample, one teacher from each school was selected at random, resulting in group of twenty elementary school teachers. Based on the content analysis, five themes of instructional leadership behavior were found. These themes are： （1） determination of the school＇s purpose; （2） management of instruction; （3） evaluation of students; （4） support to teachers; and （5） creation of a regular learning-teaching environment. 相似文献
20.
TSUTSUMI Angela Aparecida 《美中教育评论》2009,6(10):61-66
Sex education has always been a controversial topic. Although sex education at schools has improved in general, sex education for mentally retarded pupils still encounters prejudice and conservatism as a result of several misconceptions about the subject. This research was performed in the form of a survey of opinions about sex education in special classes in ordinary public schools for mentally retarded pupils in Tokyo, Japan. Information was collected through written questionnaires distributed to teachers and parents of pupils of both sexes, whose age range was between 7 and 16 years. This work aims to stimulate an open and broad discussion, as well as to help teachers and parents to improve their knowledge about the subject. In addition, it provides data to outline a more specific program in sex education for mentally retarded pupils. 相似文献