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Our school, Qingxiang Middle School, is a very beautiful one. It is a tall building. It has four floors. In front of it, there are two gardens. When spring comes, the trees turn green and the flowers come out. The birds are singing in the trees.There is a… 相似文献
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The education system(教育体制） in the United States is controlled by state and local governments.So the Federal Government(联邦政府） has no power to establish a national educational system.Federal agencies(机构） do not make education policies.These decisions are made at the state or local levels. 相似文献
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Patricia Stringer Rida Blaik Hourani 《Educational Research for Policy and Practice》2013,12(2):149-174
Abu Dhabi, United Arab Emirates (UAE) is in the process of initiating major education reform designed to improve schools. Parental involvement in support of student learning ranks high on the reform agenda. This study explores managerial aspects of implementing home–school relationships in seven primary Public Private Partnership (PPP) schools in Abu Dhabi, UAE. Participants involved in this study were principals, social workers, teachers, parents, and students. Managerial aspects discussed in this paper relate to: (a) benefits of home–school relationships; (b) roles and responsibilities of stakeholders; (c) home–school communication; and (d) constraints and challenges faced in the management of home–school relationships. The findings elicit recommendations for improvement which may inform the work of policymakers, principals, social workers, teachers and parents in their continued efforts to build home–school relationships. 相似文献
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Go to school去上学,交通工具真不少。Bus,bike,taxi,各自按需要选好。前面加by表动作,独有走路on foot。注释:要表达乘小车、打的、骑自行车、搭公交车、坐火车、乘轮船、坐飞机等,只要在这些交通工具前加“by”就行了,如by car,by taxi,by bike,bybus,by train,by ship,by pl 相似文献
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同学们都知道,a primary school是“小学”,a middle school是“中学”。其实,在英国和美国还有很多其他的学校,如a grammarschool和a public school,你知道吗? 相似文献
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In American high school, most students take English, science, maths and history.These are basic courses and each course is as useful as the others. In English class,the students study grammar and read famous literature(文学).In science class, they study biology(生物)chemistry or physics.History is more interesting to some students because they learn about important events (事件) and places in the United States.Students take other courses, too. These are electives(选修) 相似文献
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一切直观教具中,要数黑板最普通最重要最灵活。小学英语课堂教学中千万不能忽略板书的重要性,它是反映课文内容的“镜子”,展示作品场面的“屏幕”,是教师引人入胜的“导游图”,更是每一课的“眼睛”。独具匠心的板书不仅能打开学生智慧之门,还能给予美的熏陶、美的享受和美的启迪。板书的种类和造型很多,以《牛津小学英语》5AUnit7为例。一、雁行式。将板书设计成为鸿雁排阵飞行的板书形式,既能展示教学内容,又颇具新意。二、形象式。借助直观图像通过必要的文字配合展示教学内容。三、提纲式。根据课文内容归纳、概括成简要的板书形式,将… 相似文献
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Suvi Lakkala Satu Uusiautti Kaarina Mtt 《Journal of Research in Special Educational Needs》2016,16(1):46-56
A new special education strategy was launched in Finland by the Ministry of Education in 2007. The new Basic Act was enacted in 2010 and the new national core curriculum concerning three‐tiered support for pupils in 2011. Since the 1990s, teachers across Finland have participated in developing Finnish basic education towards greater inclusion. The goal of this study was to enhance understanding of the implementation of the Finnish educational reforms. In this study, teachers' perceptions of good inclusive teaching arrangements were analysed and compared with the theories of inclusive education. There is still a lack of information available on the implementation of inclusive education practices, and especially about teachers' experiences of teaching in inclusive classrooms. In 2010, basic education teachers (N = 327) in Lapland, Finland, were asked to describe their experiences and perceptions of inclusive teaching arrangements. The results indicated that teaching practices have become more diverse, flexible and differentiated, enabling teaching of diverse groups. More and more teachers preferred teaching in teams and planning their work together, showing that changes in schools change the teacher's profession too. In this study, a framework for inclusive schools was constructed through implementing the indexes of inclusion created by Booth and Ainscow. 相似文献
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徐声 《小学生之友(智力探索版)》2006,(10)
Hello,everyone,I'm XuSheng and my English name is Mary.I'm a girl,I'm eight years old.Look,this is my school.My school is big and beautiful.The flower and the grass look fresh and the tree around school is green.Stone lie here and there in the campus.Our teachers are devoted to teaching.I believe learning here is useful and happy.I love my school$龙南县龙南镇第一小学三(2)班@徐声… 相似文献
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Erdo?an Tezci 《Educational technology research and development : ETR & D》2011,59(3):429-443
The current study aimed at identifying Turkish primary school teachers’ perceptions of school culture regarding ICT integration
in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The
participants were 1540 primary school teachers. The findings revealed that the teachers’ perceptions regarding school culture
in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional
experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration
in education. 相似文献
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《华夏少年(简快作文 )》2017,(7)
为了达到预期的教学目标,针对学生的生活实际或学习实际,做到有的放矢,越来越多的教师开始写教学设计。而对话教学是小学英语教学中最重要的一部分,做好对话教学不仅有利于提高学生的口语能力,也能为学生培养阅读语感打下基础。 相似文献
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Taro Komatsu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):7-31
This study seeks to understand whether and how decentralised school governance in Bosnia and Herzegovina (BiH) enhances the schools’ role of promoting social cohesion. This includes increasing “horizontal” trust among different ethnic groups and “vertical” trust between civilians and public institutes. The study examined secondary school leaders’ perceptions regarding school board influence on social cohesion policies and practices, their interactions with school board members, and their accountability to the school-based governing body. The results show that school leaders and school boards, supposedly representing the interests of local stakeholders, did not appear to be actively engaged in the deliberate process of promoting social cohesion. While school directors tended to view themselves as being independent from the school boards, ethnically diverse school boards provided important support to proactive school leaders for their inter-group activities. Given that the central level is not providing initiatives to promote social cohesion and that BiH citizens appear to generally support social cohesion, decentralised school governance has the potential to improve social trust from the bottom up. To promote participatory school governance, the study recommends that BiH school leaders should be provided with opportunities to re-examine and redefine their professional accountability and to assist local stakeholders to improve their involvement in school governance. 相似文献
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Holger W. Anderson 《Peabody Journal of Education》2013,88(5):315-323
Western Youth Meets Eastern Culture. By Frances G. Sweeney, Emily Fanning Barry, and Alice E. Schoelkopf. Columbia University, 1932. Pp. xvi + 335. Journalistic Vocations. By Charles Elkins Rogers. New York: D. Appleton and Company, 1931. Pp. ix + 354. Educational Views of Benjamin Franklin. By Thomas Woody. New York: McGraw‐Hill Book Co. 1931. Pp. ix + 270. The Austrian Educational Institutes. By Beryl Parker. Vienna and Leipzig : Austrian Federal Publisher for Education, Science, and Art, 1931. Pp. 12 + 184. Secondary Education. By Herbert G. Lull. New York: W. W. Norton and Company, Inc., 1932. Pp. xxii + 356. Case Studies of Normal Adolescent Girls. By Elsie M. Smithies. New York: D. Appleton and Company, 1933. Pp. ix + 284. The Road to Health. Books I and II. By Bundesen &; Manry. New York: Laidlaw Brothers, 1932. Pp. 96 + 127. Our Neighbors Near and Far. By Carpenter. Book One. American Book Company. English Practice Books. Books 3, 4, and 6. By Fennek and Madden. The American Book Company. The Art of Educational Research. By Harold H. Abelson. New York: World Book Company, 1933. Pp. xi + 332. Educational Psychology. By Harry L. HoixingsworTh. New York: D. Appleton and Company, 1933. Pp. xvi + 540. Arithmetic Workbook, Grade I. By Clifford B. Upton. New York: American Book Company, 1933. Pp. 128. Clothing. By Friend and Shultz. Pp. x + 300. Living in Our Homes. By Friend and Shultz. Pp. xviii + 274. New York : D. Appleton and Co., 1933. Lina Sarger. By Marque Maier. Boston: The Christopher Publishing House, 1932. Pp. 249. Study Guide in Secondary Education. By Edgar M. Draper and Alexander G. Roberts. New York : The Century Co., 1933. Pp. xi + 151. Survey of Higher Education in Maine. By the University of Maine. Pp. x + 430. Archery Simplified. By Phillip Rounsevelle. New York: A. S. Barnes and Company, 1931. Pp. vii + 120. The Dawn of Literature. By Cam, Holliday. New York : Thomas Y. Crowell Company. Pp. 377. Problem Solving in Arithmetic. By Leon Nelson Neulen. New York City: Bureau of Publications, Teachers College, Columbia University, 1931. Pp. v + 87. A Text‐Book of Physics. Fourth Edition. By Louis Bevier Spinney. New York: The Macmillan Company, 1931. Pp. v + 679. The Junior College. By Walter C. Eells. Boston : Houghton Mifflin Company, 1931. Pp. xxviii + 833. Realism in American Education. By William Setchel Learned. Cambridge : Harvard University Press, 1932. Pp. 2 + 70. Paraguay. By Arthur Elwood Elliott. New York City : Teachers College, Columbia University, 1931. Pp. v + 210. Modern Business Geography. By Ellsworth Huntington and Sumner W, Cushing. New York : World Book Company. Pp. xii + 352. The World We Live In. By Gertrude Hartman. Macmillan. The Measurement of Certain Aspects of Personality Among Hard of Hearing Adults. By Henry Hunter Welles, III. New York : Columbia University, 1932. Pp. viii + 77. The Educational and Occupational Preferences of College Seniors. By Marlin Ray Chauncey. New York: Columbia University, 1932. Pp. 72. Making the Most of Books. By Leal A. Headley. Illinois: American Library Association, 1932. Pp. 342. Relations of Religious Training and Life Patterns to the Adult Religious Life. By Luther Ellis Woodward. Teachers College, Columbia University, 1932. Pp. v + 75. 相似文献
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Industry–school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities particularly in industries where there are skills shortages. However, there is limited research investigating their impact on school to work transitions. This paper reports on a government-led ISP, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Resources Academy, a lead organisation for 28 schools and 17 multinational sponsor companies. This research adopted a qualitative case study methodology and draws upon boundary crossing theory as means to understand a Minerals and Energy ISP. We distinguish four types of boundary crossing mechanisms, which partners navigate in ISPs. The main findings were that boundary crossing mechanisms assist ISPs to develop industry-based contextualised curriculum and to prepare school students for employment. 相似文献
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义务教育课程标准实验教科书Go for it八年级上册Unit4 How do you get to school？Section A 相似文献
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Dimitra Kokotsaki 《Educational studies》2016,42(2):201-220
This study aims to explore pupils’ affective engagement with school and music during their transition to secondary school. A gender comparison is also being made to ascertain any differences that may exist between boys and girls during this time. A sample of 182 pupils completed two questionnaires (attitudes to school and attitudes to music) three times (at the end of Year 6, at the beginning and end of Year 7). A series of one-way repeated measures analysis of variance tests showed that pupils’ overall attitudes to school dropped significantly from the end of Year 6 to the end of Year 7 with their enjoyment towards school and their satisfaction with the work environment declining. Pupils’ attitudes to music presented a significant fall at the end of Year 7 after a slight improvement at the beginning of secondary school. Girls held consistently more positive attitudes towards school and music than boys. It is suggested that pupils’ attitudes are malleable and responsive to environmental change and, therefore, this problem can be remedied if appropriate interventions are put into place particularly regarding the teacher-pupil relationship and pupils’ perceived autonomy in their learning. 相似文献
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Julianne Moss 《Asia-Pacific Journal of Teacher Education》2008,36(4):345-357
As the limitations of one‐off and disconnected professional learning programs for teachers are recognised, there is widespread interest in building learning communities and professional learning teams within schools. When considering how to build local learning communities, school and university partnerships are seen as offering rich possibilities for transformative professional action. Set in the context of the international agenda of “Education For All” (UNESCO, 2005) a model of sustained on‐going professional learning, developed in one large secondary school in Australia, is analysed. The social practices that generate action and participation for partnership members are then scrutinised for the legitimacy of school‐university partnerships and the contribution to enhancing teacher learning. 相似文献