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LAMBART, AUDREY. "Mereside: A grammar school for girls in the 1960s." Gender and Education 9, no. 4 (December 1997): 441–56. http://dx.doi.org/10.1080/09540259721187.
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Dormus, Katarzyna. "The Directions of Changes in the Secondary Comprehensive School System for Girls within the Polish Territories During the Partitions Period and the II Republic of Poland." Czech-polish historical and pedagogical journal 12, no. 1 (2020): 167–77. http://dx.doi.org/10.5817/cphpj-2020-015.
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The manner in which secondary school education for girls was transforming within the Polish territories during the partitions period and under the II Republic of Poland is a complex issue which, on the one hand, inscribes into the educational policy executed by the partitioning states and later on by Polish authorities, while, on the other hand into a broad scope of changes regarding the social position of women. For a long time, girls were perceived, first and foremost, as future wives, mothers, and housekeepers. As a result, the need to create female grammar schools, that is, comprehensive schools that would prepare them for university studies, was disregarded. However, various post-primary schools were established with the aim to prepare girls for their future roles or, alternatively, provide qualifications enabling them to become school teachers. These schools could also be attended by those girls who wished to expand and supplement their general education. Not until the II Republic of Poland was the male and female school system standardised at the secondary level. Yet, girls continued to struggle to complete the secondary level of education due to a smaller number of state grammar schools addressed at female students.
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Matthews, D. G. "The South East England Daffodil Show, Weald of Kent Grammar School for Girls." Circa, no. 103 (2003): 54. http://dx.doi.org/10.2307/25563916.
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Krivosheina, N. P., A. I. Fedorov, E. M. Kazin, I. A. Sviridova, N. N. Koshko, and M. S. Kolomeets. "FEATURES OF PSYCHOPHYSIOLOGICAL DEVELOPMENT AND ADAPTATION OF BOYS AND GIRLS AT THE STAGE OF PREPARATION FOR SCHOOL AND THE BEGINNING OF SCHOOL EDUCATION." Bulletin of Kemerovo State University, no. 2 (June 29, 2017): 151–57. http://dx.doi.org/10.21603/2078-8975-2017-2-151-157.
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The article features the analysis of features of physiological adaptation and the rate of physiological development in boys and girls of preparatory kindergarten groups and 1 – 2 grades of grammar school. The analysis points out the differences of neurodynamic indicators, physiological adaptation and the degree of activity of the autonomic nervous system among 6 – 8 year-old boys and girls. It has been found that, regardless of age, boys are characterized by a lower level of development of mental functions, lower balance of processes of excitation and inhibition in the central nervous system, with faster visual-motor response. They are characterized by a higher degree of tension of regulatory mechanisms. Individuals with symptoms of attention deficit and social-psychological deficits are often detected in this group. Girls display neurodynamic indicators that are most optimal for the corresponding age period, a high level of mental functions development; in this group we observed mainly balanced or parasympathetic influence on heart rate and more satisfactory functional state.
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Jocic, Zorica. "Influence of problem-based teaching and learning of grammar on pupils’ attainment in primary school." Zbornik Instituta za pedagoska istrazivanja 42, no. 2 (2010): 247–62. http://dx.doi.org/10.2298/zipi1002247j.
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With the purpose of getting an insight into the effects of problem-based teaching and learning, an experiment was carried out by using the method of parallel groups on the sample of 204 pupils in the third and sixth grade of primary school. The results of final knowledge assessment showed that problem-based teaching and learning of grammar had positive influence on pupils' attainment comparing to the usual way of learning grammar. A significant improvement has been achieved in the field of reproductive and productive grammar knowledge on the whole sample of pupils as well as on the subsamples of pupils in the third and sixth grade. Because of the limited time left for this experimental programme, the reproductive knowledge of pupils was bigger than the productive knowledge. It has been noticed that regarding the successfulness of solving the grammatical problems, there was no difference between the pupils of younger and older primary school age, in the situation when these problems were decided on according to their age and intellectual abilities. All pupils had made an improvement, but they remained within the range of their marks in Serbian language. In addition to this, better progress was made by the pupils with better marks in Serbian language. Girls were more successful than boys, but the difference between boys and girls was smaller regarding the reproductive knowledge than the productive knowledge.
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Grendler, Paul F. "Schooling in Western Europe." Renaissance Quarterly 43, no. 4 (1990): 775–87. http://dx.doi.org/10.2307/2862790.
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Renaissance boys and girls attended a variety of different kinds of pre-university schools in England, France, Italy, and Spain. Renaissance Europe inherited from the Middle Ages a large educational establishment that was not a "school system" in a modern sense. Instead, there were different kinds of schools which complemented or overlapped each other. The many and confusing names for pre-university schools, such as song school, grammar school, and collège, further confuse matters.
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Kuftyak, E. V., and I. V. Tikhonova. "Sociocultural Factors of Mental Health in Children Primary Schoolers." Bulletin of Kemerovo State University 21, no. 3 (October 5, 2019): 716–25. http://dx.doi.org/10.21603/2078-8975-2019-21-3-716-725.
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The present research featured a theoretical analysis of the concept "mental health" within the framework of the system and level approach. The paper focuses on factors and conditions of mental health, as well as on the effect of sociocultural factors on emotional problems and deviations in the behavior of primary schoolers. The experiment involved 131 primary schoolers (girls – 48,1 %; mean age=10,2): 53 pupils of a grammar school, 54 pupils of a comprehensive school, and 24 pupils of a rural school. The research included their relationships with parents, mental health, and social living conditions. The children from the grammar school demonstrated more pronounced behavioral and communicative problems. The children from the rural school had a more distinct pro-social orientation of behavior. Male sex appeared to be a risk factor of mental health deviations. Urban children demonstrated more difficult relations with peers, as well as internality and externality or problems. Good relations with parents acted as a nonspecific factor of mental health protection. The obtained data have a certain value for prevention of mental development deviations in primary schoolers.
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Elisifa Sam, Zelda. "Tanzanian Secondary School Learners’ Beliefs about EFL Learning, Teaching and Testing: Exploratory Account." Journal for the Study of English Linguistics 6, no. 1 (June 1, 2018): 66. http://dx.doi.org/10.5296/jsel.v6i1.13234.
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The current study explored EFL secondary school learners’ beliefs about language teaching, learning and testing in Tanzania. Specifically, it sought to find out the EFL learners’ beliefs about language assessment, explore the EFL learners’ beliefs about language learning and establish degree of EFL learner variability in their beliefs about language teaching. The study involved 48 secondary school learners, 36 (75%) males and 12 (25%) females. From these 20 (all boys) (50%) were from a private secondary school in Temeke and the rest (16 boys and all 12 girls) from another secondary school in Kinondoni District, Dar es Salaam, Tanzania. Data were collected via a questionnaire, which was one and only tool for data gathering and it consisted of 25 items, five on language assessment, 9 on language teaching and 11 on language learning to which the respondents were asked to react and register their level of agreement about pre –developed assertions. Findings showed that while the learners differed in their beliefs about language teaching, a grand majority shared a belief about primacy of grammar teaching and on role of teacher in error correction and disfavoured communicative language teaching. The same was the case for language assessment where the most shared belief was testing grammar and correcting errors. It is concluded that these set of beliefs are hinged upon years of grammar-focussed teaching in Tanzania which still characterize language teaching in Tanzania despite the introduction of communicative language teaching approach in the national language curriculum more than ten years ago.
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Burgic-Radmanovic, M., and S. Burgic. "Satisfaction with body image, attitudes and habits relating to nutrition in secondary school students." European Psychiatry 26, S2 (March 2011): 269. http://dx.doi.org/10.1016/s0924-9338(11)71979-4.
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IntroductionIn the adolescence, girls are often preoccupied with body image, express discontent with their figure, body weight and want to lose weight.ObjectiveOur objective was to inquire eating attitudes and habits among female adolescents.MethodSurvey research carried out among female adolescents, age of 16 – 17, in four secondary schools in Banja Luka (economic, medical, agricultural and grammar school). Survey questionnaire EAT-26, modified by author, was used. The response rate was 1301 (90.3%) out of 1441 (total number of pupils in first and second grade of schools).ResultsIn inquired secondary schools 90 girls (6.9%) out of 1301 have body mass index < 18,5 kg/m2. About 26.9% of all respondents, want to be thinner, while 37.3% never want to be thinner, with statically significant difference (df = 834; T = 7.94; p < 0.01).With 46.25% of all respondents with BMI < 18.5 kg/m2 and 43.6% female students with an optimal BMI said they never eat dietary food with statistically significant difference (V = 73, T = 2.05, < 0.05) compared to girls with a BMI > 25 kg/m2. Diet foods are not eaten ever 48.6% of respondents with a statistically significant difference compared to those who do it sometimes (20.5%)DiscussionUnrealistic perception of “body-image” may bring different health-damaging risks. They varied from inadequate dieting attempts to inability of recognizing and preventing overweight.ConclusionIn order to that previously acquired knowledge and positive attitudes about nutrition necessary to introduce this subject within the school curriculum.
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Poddaná, Jana. "Vztah preferovaných volnočasových aktivit a tvořivosti u českých adolescentů." E-psychologie 14, no. 3 (October 29, 2020): 1–16. http://dx.doi.org/10.29364/epsy.375.
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The theme of the study is to analyze the relationship between leisure activities and creativity in the population of Czech adolescents aged 13-15 years. Prague respondents (N = 398, eighth grade pupils and first-year students of a six-year grammar school) completed two tests of creativity. The first one former was the Torrance Test of Incomplete Figures examining nonverbal creativity, the latter was the original Monkey test examining verbal creativity by writing a short story about a picture. The results of the verbal and nonverbal test of creativity were confronted with the leisure time activities of the respondents. In the case of creative activities and creativity tests, a relation was found by explorative factor analysis, analysis of variance (ANOVA), and Pearson´s correlation coefficient. Furthermore, a positive relation was found between creative leisure time activities and the nonverbal factor and even in the case of verbal factor of creativity (r=0.149 and r=0.161; p<0.01). A positive relation was found between social leisure time activities and verbal factor of creativity among students of grammar school (r=0.143). A negative relation was also found between passive leisure time activities and verbal factor of creativity (r=-0.101; p<0.05). The type of school explained almost 12 % variance of measured creativity in the Torrance Test, gender explained 2 %. Students of grammar schools scored in both creativity tests significantly higher than primary school pupils. Further, gender differences were found in both creativity tests while girls scored significantly higher than boys.
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Ricijaš, Neven, Dora Dodig Hundrić, Aleksandra Huić, and Valentina Kranželić. "Youth Gambling in Croatia - Frequency of Gambling and the Occurrence of Problem Gambling." Kriminologija & socijalna integracija 24, no. 2 (December 23, 2016): 48–72. http://dx.doi.org/10.31299/ksi.24.2.3.
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The main aim of this study was to explore the frequency of gambling and gambling-related problems among Croatian high school students. The specific objectives have been to explore gender differences, and differences in the frequency and severity of gambling problems regarding grade/age and type of school program. The study included n=2.702 high school students from all for grades and all three types of high school programs (3- and 4-year vocational/professional schools, and grammar schools) from 7 cities (Zagreb, Osijek, Rijeka, Split, Vinkovci, Slavonski Brod and Koprivnica) with equal representation of boys (n=1.330, 49.2%) and girls (n=1.372, 50.8%). The respondents’ mean age was Mage = 16.51 (SDage=1.17). The following instruments were used: Questionnaire on general socio-demographic data, Gambling activities questionnaire (Ricijaš, Dodig, Huić, & Kranželić, 2011) and the Canadian Adolescent Gambling Inventory - CAGI (Tremblay, Stinchfield, Wiebe, & Wynne, 2010). Results show that the lifetime prevalence of gambling among Croatian high-school students is 72.9%. The most prevalent games of chance are sports betting and lottery games, with sports betting being the most frequent of these activities. As much as 12.9% adolescents have already developed serious adverse gambling related consequences. Boys have significantly higher problem gambling rates than girls, while the effects of differences regarding the type of school and grade/age are relatively low. The results provide important baseline data for future research, interventions design, and for the improvement of social policy and legislation.
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Emelyanova, Natalia. "Outstanding Contemporaries on the Formation of School Education in Russia of the Second Half of the XIX Century." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2019, no. 3 (December 13, 2019): 214–22. http://dx.doi.org/10.21603/2542-1840-2019-3-3-214-222.
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The research featured some trends in the formation of the Russian school during the second half of the XIX century in the interpretation of the contemporary representatives of pedagogy, science, and journalism. The paper also focuses on their participation in the formation of the educational system and female education. The author identified directions in the formation of school during that period, as well as revealed the attitude of academia and improvements they suggested. The methodological basis was provided by previously unstudied material. Its theoretical and comparative analysis made it possible to reveal the opinions of celebrated authors of that time about the organization of the educational process in male and female grammar schools that belonged to various departments. Grammar schools for girls seemed to play a special role in Russia as they were connected with teacher training and contributed to the formation of elementary schools. The opinions of the famous contemporaries made it possible to draw certain conclusions regarding the organization of the educational process, the specifics of the educational situation, and the problems that had to be addressed in order to develop the Russian system of education. The results can be used in the syllabus of History of Pedagogy and Education, various elective courses, and research work of students.
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Amos, Emily. "A case study investigation of student perceptions of women as seen in the Cambridge Latin Course in a selective girls grammar school." Journal of Classics Teaching 21, no. 42 (2020): 5–13. http://dx.doi.org/10.1017/s2058631020000422.
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‘In 1986 we should no longer settle for books that present women as almost invisible entities.’(Charlayne Allan, 1986, p.6).Charlayne Allan's conclusion in her 1986 work, ‘Images of Women’ calls for a transformation in the inclusion and presentation of women in Classics educational materials. However, 33 years later, the presentation of women in educational textbooks remains a prevalent issue in many countries today with slow progress being made (BBC, 2017). The discipline of Classics has been criticised for being particularly slow in addressing the issue of gender bias in textbooks, both ensuring that there is a female voice in educational materials and also responding to female scholarship (Churchill, 2006, p.86). There has been some criticism of the popular and widely-used Cambridge Latin Course with the suggestion that ancient women are not equally or fairly represented through the characters and storylines used in the textbooks (Churchill, 2006; Upchurch, 2013). The course was first written in the 1970s and so, perhaps understandably, lacks strong female characters which might suit the engagement of students of the modern world. One solution which has been proposed by the critics mentioned above is the re-designing of the course with a more equal gender balance. However, I am unsure as to whether this is the best way forward. The re-designing of an entire textbook course (and all its online resources, etc.) is a complex undertaking, especially as the CLC has been carefully constructed around a continuous storyline. The creation of female characters, who would have a real significance to students’ learning and understanding of the Roman world, cannot simply be added into the stories without significantly changing the course (Joffe, 2019). Moreover, the way in which women are depicted in the CLC should not merely be a numerical matter. Consideration of how best to accurately present and teach students about the experiences of women in the Roman world, bearing in mind the Roman patriarchal way of thinking, could be endangered to achieve a mathematical solution for gender balance. The success of the CLC is largely down to its popular storylines and characters and so, for the purposes of my research, I will focus on the balance between the importance of an engaging storyline and at the same time, ensuring that the lives of ancient women are accurately presented through the female characters.
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Cadierno, Teresa, Mikkel Hansen, Jørgen T. Lauridsen, Søren W. Eskildsen, Katalin Fenyvesi, Signe Hannibal Jensen, and Maria Vanessa Aus der Wieschen. "Does younger mean better? Age of onset, learning rate and shortterm L2 proficiency in young Danish learners of English." Vigo International Journal of Applied Linguistics, no. 17 (January 20, 2020): 57–86. http://dx.doi.org/10.35869/vial.v0i17.1465.
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This paper reports the results of a semi-longitudinal study investigating the role of age of onset in early foreign language (English) learning. We compared two groups of Danish school children (N = 276) who, following an educational reform in 2014, started their first English classes the same year but at different ages. One group (the early starters) was introduced to English in the 1st grade (age 7-8) and the other group (the late starters) in the 3rd grade (age 9-10). Children’s receptive vocabulary, receptive grammar, and phonetic discrimination skills were followed for three years, allowing comparisons across groups and time and tracking learning rate and shortterm proficiency (after one and two years of instruction). Results showed that the late starters outperformed the early starters in most tests. With respect to learning rate, the tests also revealed that the late starters had an advantage in the receptive grammar test, whereas the phonetic discrimination test showed a more diffuse picture with the late starters seemingly halting in development and the early starters advancing. The results also showed gender differences with boys achieving a higher level of proficiency and exhibiting a faster learning rate than girls. The pedagogical implications of the results are discussed.
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Ristic, Irena, and Bojana Skorc. "The structure of interests in different artistic disciplines of secondary school students." Zbornik Instituta za pedagoska istrazivanja 45, no. 1 (2013): 185–202. http://dx.doi.org/10.2298/zipi1301185r.
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The paper deals with the degree of development of interest in arts in young people, and the justifiability of the current tendency of revision and abbreviation of the art curricula in schools. The research is focused on the structure of interests in various artistic disciplines in secondary school students, and the aim is to determine whether the degree of students? interest depends on the school type, gender and previous experience. The research was conducted on the sample of 555 students from 111 schools, who filled out the questionnaire during one school period. The data were processed by multifactor analysis of variance. There was a higher degree of interest in video and performing arts, which are not present enough in students? surroundings. The girls showed a higher degree of interest in all disciplines, as well as grammar school students compared to their peers from vocational schools. It was shown that the higher the number of programmes attended, the higher the interest in all forms of art. Young people who were completely inactive showed interest in video arts, which serves as an important guideline in the process of moving and socialising them. The results confirm that youth?s interests and needs are discrepant with what is offered to them. It is necessary to introduce various artistic contents as parts of the curriculum, which would make school an integral part of their life, the part that directly influences the development of creativity and increases responsible participation in the society.
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JAWAD, INTISAR. "A "The effect of the preventive learning method on the acquisition of the Arabic grammar subject among students of the literary fourth grade"." Journal Ishraqat Tanmawya 27 (June 2021): 97–129. http://dx.doi.org/10.51424/ishq.27.4.
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Abstract: The research aims to identify the technique of mastery of learning in the acquisition of grammar subject Arabic for students of the fourth literary in light of the reasons for the weakness of the students in terms of the nature of the subject Arabic for students of the fourth literary in light of the reasons for the weakness of the students in terms of the nature of the subject Teaching and its strategies, as well as weakness in preparing the school well for the subject itself. The importance of the Arabic language and the Arabic language, especially the grammar of the Arabic language, because it is the backbone of the language in The light of the aim of the research and the identification of the effect of the technique of mastery of learning in the collection of Arabic grammar The method of the research sample based on the experimental curriculum and on a sample of fifty distributed students They have two experimental and control groups, and they are a group of students from Al-Ghazaliya Preparatory School for Girls The General Directorate of Education in Al-Karkh first has the authority to rely on the material prescribed by the Ministry of Education and they are Seven topics and after applying the statistical post test to the research sample and in light of an explanation Result: The null hypothesis is rejected and the alternative hypothesis is retained. The research also reached a set of proposals and they are - Conducting a study similar to the current study For male students within the second semester - conduct a study similar to the current study to see its impact For male students within the second semester - conduct a study similar to the current study to see its impact The other Arabic language, such as “Rhetoric, Literature and Criticism.” He reached the following conclusions: - The : - This method is effective in the experimental program within the limits in which the current study was carried out in raising The educational attainment level of the fourth-grade literary students in the "Arabic grammar subject" in the budget With the usual (standard) method for the same material - it also shows the size of the impact of the teaching steps on according to The technique of achievement is great - that what the student concludes by herself will last longer Which is given to her ready. And he reached a set of recommendations, they are: - Consideration should be given to using more than this method In the course of teaching, especially the artistic method, which is one of the effective methods that give an opportunity Participation and diversification by displaying the readable material - Building a guide for teachers with modern teaching strategies Special in systematic teaching. - The need to prepare training programs for teachers and teachers to train them on How to apply professional methods in teaching them key words: The experiment was conducted in Al-Ghazaliya Preparatory School for Girls on two experimental and control groups The Artistic method is: It is the creation of an organizational structure for the work of the group of learners, even All group members immerse themselves in learning according to clearly defined and defined roles The sample is fifty students
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Sulastri, Siti. "The implementation of pictures media to improve paragraph writing skill." English Teaching Journal : A Journal of English Literature, Language and Education 7, no. 1 (July 1, 2019): 1. http://dx.doi.org/10.25273/etj.v7i1.4543.
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The main objectives of the research are: (1) to identify whether pictures can improve students’ paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan; (2) to identify the students’s motivation when the pictures are used to teach paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan in academic year 2018/2019. The Research was carried out at SMAN 1 Magetan, East Java, in second semester from January 2019 to May 2019. The subjects of the research are 34 students of grade X. MIPA -1 consisting of 14 boys and 20 girls. The data were obtained from several techniques: test, observation, interview, questioners, and document analysis. To analyze the qualitative data, I used interactive model; while to analyze quantitative data, I applied a descriptive statistics. It is done by comparing the mean of pre-test and post-test. There are some findings of the research which include: pictures can improve students’ paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan. The improvements of paragraph writing skill comprise: (1) writing topic sentence; (2) writing supporting sentences; and (3) using correct grammar and cohesive devices (conjunctions). In addition, the students’ motivation is better when the pictures are used to teach paragraph writing skill for the tenth graders of Senior High School in SMAN 1 Magetan. Based on the result of the research, it can be concluded that applying pictures as media can improve students’ paragraph writing. Therefore, it is recommended that the teachers can use pictures as an effective media to improve the students’ paragraph writing skill.
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Karacic, Silvana, and Stjepan Oreskovic. "Internet Addiction Through the Phase of Adolescence: A Questionnaire Study." JMIR Mental Health 4, no. 2 (April 3, 2017): e11. http://dx.doi.org/10.2196/mental.5537.
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Background Adolescents increasingly use the Internet for communication, education, entertainment, and other purposes in varying degrees. Given their vulnerable age, they may be prone to Internet addiction. Objective Our aim was to identify possible differences in the purpose of Internet use among adolescents with respect to age subgroup, country of residence, and gender and the distribution of Internet addiction across age subgroups. Another aim was to determine if there is a correlation between the purpose of Internet use and age and if this interaction influences the level of addiction to the Internet. Methods The study included a simple random sample of 1078 adolescents—534 boys and 525 girls—aged 11-18 years attending elementary and grammar schools in Croatia, Finland, and Poland. Adolescents were asked to complete an anonymous questionnaire and provide data on age, gender, country of residence, and purpose of Internet use (ie, school/work or entertainment). Collected data were analyzed with the chi-square test for correlations. Results Adolescents mostly used the Internet for entertainment (905/1078, 84.00%). More female than male adolescents used it for school/work (105/525, 20.0% vs 64/534, 12.0%, respectively). Internet for the purpose of school/work was mostly used by Polish adolescents (71/296, 24.0%), followed by Croatian (78/486, 16.0%) and Finnish (24/296, 8.0%) adolescents. The level of Internet addiction was the highest among the 15-16-year-old age subgroup and was lowest in the 11-12-year-old age subgroup. There was a weak but positive correlation between Internet addiction and age subgroup (P=.004). Male adolescents mostly contributed to the correlation between the age subgroup and level of addiction to the Internet (P=.001). Conclusions Adolescents aged 15-16 years, especially male adolescents, are the most prone to the development of Internet addiction, whereas adolescents aged 11-12 years show the lowest level of Internet addiction.
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Čopková, Radka, and Annamária Jendrejáková. "Dark Triad in the context of career choice." Sociální pedagogika / Social Education 8, no. 2 (November 15, 2020): 44–58. http://dx.doi.org/10.7441/soced.2020.08.02.03.
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The research study deals with Dark Triad traits (Machiavellianism, narcissism, psychopathy) in the context of the vocational interests in high school students. We assumed that students tending towards the helping professions might score differently in Dark Triad traits compared to students oriented towards professions such as manufacturing, business, or law (Jonason et al., 2014; Kowalski et al., 2017). The main goal of the study was to examine the differences in Dark Triad traits with respect to students´ professional intentions. The research was conducted on a sample of 181 students of grammar schools and secondary vocational schools in Slovakia (Mage = 18.3 years; SD = .77); 57% were boys, 43% were girls. The Slovak version of the Short Dark Triad (Čopková & Šafár, 2020; Jones & Paulhus, 2014) and the Questionnaire of Professional Intentions (Džuka, 2006) were used. Testing the significance of differences between students with different professional intentions pointed to significant differences in subclinical psychopathy. Significantly higher psychopathy was shown by students oriented to the sphere of production compared to students oriented to art, science and education. Also in psychopathy, students oriented towards the sphere of business scored higher than students oriented towards the sphere of art and education. Testing of within-subject variability showed Machiavellianism as the most significant feature of the Dark Triad in all professional spheres.
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Szabó, Katalin, and Bettina Pikó. "A táplálkozással kapcsolatos attitűdök, magatartás és információkeresés vizsgálata és összefüggése szociodemográfiai és pszichológiai változókkal serdülők körében." Orvosi Hetilap 159, no. 51 (December 2018): 2183–92. http://dx.doi.org/10.1556/650.2018.31194.
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Abstract: Introduction: Nutrition is one of the key factors in health maintainance. So developing appropriate eating habits is very important in adolescence. Dietary behaviour may be influenced by certain aspects of personality, e.g., self-efficacy, optimism/pessimism and self-control. Aim: We explored adolescents’ eating behaviour, attitudes, and information seeking, and their relationship with psychological and sociodemographic factors. Method: Participants were high school students (n = 277; 54% boys; mean age: 16 years; SD = 1.25). Our self-administered questionnaire contained items on sociodemographics, eating behaviour and attitudes, and information-seeking as well as three psychological scales. Results: We explored the main factors of behaviour (health-conscious, nonconscious, raw-based), attitudes (rejecting, ambivalent and accepting), and information-seeking (lay, professional, Internet) using factor analysis. Correlation analyses revealed adolescents’ nutrition-related behaviour and attitudes were rather health-conscious, but rejecting and ambivalence in their behaviour and attitudes appeared as well. Self-efficacy, self-control and optimism played a role not only in developing health-conscious behaviour and accepting attitude but also in avoiding the nonconscious behaviour and rejecting attitude. Health-conscious behaviour was associated with higher socioeconomic status and parents’ schooling but less with gender. Information-seeking was partly influenced by certain sociodemographics: professional resources were preferred by girls, students from grammar schools, and those with better school achievement. Conclusions: Our data draw attention to the extraordinary importance of mapping adolescent dietary habits; not only their behaviours but also attitudes and information-seeking. This life period is significant in terms of childhood nutrional socialization since youth’s decisions become more and more autonomous in this field as well. Orv Hetil. 2018; 159(51): 2183–2192.
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Anceaux, Heiko. "Een Onderzoek Naar De Effecten Van Luister- En Leesvaardigheids-Training." Toegepaste Taalwetenschap in Artikelen 26 (January 1, 1986): 7–17. http://dx.doi.org/10.1075/ttwia.26.02anc.
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This article discusses the final written results of a research project carried out in a number of first-year forms in three Dutch schools for secondary education. In each of the three schools the research project offered a light-weight extra listening programme in class A, and a light-weight extra reading programme in class B, while the regular programme for French was carried out in class C, which served as a control group. At the end of the school year the pupils' reading and listening ability, grammatical knowledge and vocabulary (receptive as well as productive) were evaluated in classes, and C. The general conclusion is that at the elementary level a light-weight extra listening programme does indeed lead to a high degree of listening ability when compared with the other groups. This holds good to an even slightly greater extent for the light-weight extra reading programme. Moreover, it appears that the extra reading programme also leads to a high degree of listening ability. The control groups who had the greatest amount of grammatical training, do indeed score highest in grammar tests, but this knowledge does not become apparent at all in the ability tests /reading and listening). The results of the vocabulary tests are hardly clear. It is probable that at this level reading promotes the acquisition of a productive vocabulary. In the ability test girls generally score higher than boys.
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Kanellou, Maria Athansiou, Eugenia Athansiou Korvesi, Asimina Ralli, Aggeliki Mouzaki, Fay Antoniou, Vasiliki Diamanti, and Sophia Papaioannou. "Narrative skills in preschool and first grade children." Preschool and Primary Education 4, no. 1 (May 30, 2016): 35. http://dx.doi.org/10.12681/ppej.207.
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The aim of the study was to investigate the developmental path of narrative skills of preschool and primary school children. Two hundred thirty seven Greek-speaking children from various regions of Greece participated in the study. They were separated in three age groups: 4-5, 5-6 and 6-7 years old. Retelling and narrative production skills were evaluated. Correlations between the two narrative skills were investigated. Four illustrated stories were used (two stories for retelling and two stories for narrative production).Children’s narratives were collected and transcribed from the recordings. Then, narratives were coded and assessed according to certain criteria: microstructure/ cohesion (conjunction and lexical cohesion) and macrostructure/ coherence (story grammar and temporal sequencing of actions and events). The findings revealed that narratives of older children tended to be better according to the story structure criteria in comparison to narratives produced by younger children. In addition, the qualitative analysis of children’s narratives demonstrated the different narrative levels (labeling, listing, connecting, sequencing and narrating) proposed by Stadler and Ward (2005). Children of all age groups performed better in retelling test compared to narrative production test. The results also revealed differences in performance in relation to gender (girls performed better than boys). Finally, a statistically significant correlation between children’s performance in retelling and narrative production skills was found. The results are discussed in terms of theoretical models of narrative abilities. Implications for research, theory and educational purposes are also discussed.
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Bozavlı, Ebubekir. "Effect of Phonetic Association on Learning Vocabulary in Foreign Language." Journal of Education and Training Studies 5, no. 1 (December 7, 2016): 35. http://dx.doi.org/10.11114/jets.v5i1.1968.
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Word is one of the most important components of a natural language. Speech is meaningful because of the meanings of words. Vocabulary acquired in one’s mother tongue is learned consciously in a foreign language in non-native settings. Learning vocabulary in a system based on grammar is generally neglected or learned in conventional ways. This study is to determine the efficiency of teaching vocabulary from learning speed and retention perspective through means of phonetic association, whose examples are seldom seen in educational institutions. The study’s sample consists of Turkish 5th graders at three junior high school who have just begun to learn English. Sixty-six students, 37 girls and 29 boys from three socio-economically normal state schools. Thirty three students formed the experimental group while the other 33 students constituted the control group in the empirical study. “A phonetic association vocabulary test” consisting of 25 English words, mostly verbs and nouns, was designed. This test containing English words, their pronunciation and homophonous Turkish words was administered to the experimental group, knowing that vocabulary is taught by means of phonetic association. The control group was unaware of the method, and received the conventional teaching method. The control group was given a test containing only English words. The data obtained were decrypted by descriptive and content analysis. The study’s results revealed that words were learned faster and learning was retentive by the phonetic association method. In particular, recall of the words learned differentiates this method from conventional vocabulary learning methods.
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Haseneder, Rainer, Matthias Skrzypczak, Bernhard Haller, Stefan K. Beckers, Julia Holch, Christina Wank, Eberhard Kochs, and Christian M. Schulz. "Impact of instructor professional background and interim retesting on knowledge and self-confidence of schoolchildren after basic life support training: a cluster randomised longitudinal study." Emergency Medicine Journal 36, no. 4 (February 16, 2019): 239–44. http://dx.doi.org/10.1136/emermed-2018-207923.
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IntroductionTo increase the rate of bystander resuscitation, basic life support (BLS) training for schoolchildren is now recommended on a broad level. However, debate continues about the optimal teaching methods. In this study, we investigated the effects of a 90 min BLS training on female pupils’ BLS knowledge and self-confidence and whether learning outcomes were influenced by the instructors’ professional backgrounds or test-enhanced learning.MethodsWe conducted a cluster randomised, longitudinal trial in a girls’ grammar school in Germany from 2013 to 2014. Pupils aged 10–17 years were randomised to receive BLS training conducted by either emergency physicians or medical students. Using a multiple-choice questionnaire and a Likert-type scale, BLS knowledge and self-confidence were investigated before training (t0), 1 week (t1) and 9 months after training (t2). To investigate whether test-enhanced learning influenced learning outcomes, the questionnaire was administered 6 months after the training in half of the classrooms. The data were analysed using linear mixed-effects models.ResultsThe study included 460 schoolchildren. BLS knowledge (mean number of correct answers) increased from 5.86 at t0to 9.24 at t1(p<0.001) and self-confidence (mean score on the Likert-type scale) increased from 8.70 at t0to 11.29 at t1(p<0.001). After 9 months, knowledge retention was good (8.94 at t2; p=0.080 vs t1), but self-confidence significantly declined from t1to 9.73 at t2(p<0.001). Pupils trained by medical students showed a slight but statistically significant greater increase in the knowledge at both t1and t2, whereas instructors’ background did not influence gain or retention of self-confidence. Retesting resulted in a marginally, non-significantly better retention of knowledge.ConclusionsBLS training led to short-term gains in knowledge and self-confidence. Although knowledge was retained at 9 months after the training session, self-confidence significantly decreased. Interim testing did not appear to impact retention of knowledge or self-confidence. Medical students should be considered as instructors for these courses given their favourable learning outcomes and greater availability.
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Ibitoye, Olabisi Fatimo, and Gloria Thupayegale-Tshwenegae. "The Impact of Education on Knowledge Attitude and Practice of Breast Self-Examination Among Adolescents Girls at the Fiwasaye Girls Grammar School Akure, Nigeria." Journal of Cancer Education, August 3, 2019. http://dx.doi.org/10.1007/s13187-019-01595-2.
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Mubashra, Aniqa, Tallat Anwar Faridi, Muhammad Saleem Rana, Ishrat Perveen, Muhammad Talha Zahid, Akash John, and Salsbeel Khan. "KNOWLEDGE, ATTITUDE AND PRACTICES TOWARDS MENSTRUAL HYGIENE AMONG GOVERNMENT AND PRIVATE SCHOOL GIRLS." Pakistan BioMedical Journal, May 10, 2021. http://dx.doi.org/10.52229/pbmj.v4i1.67.
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Menstruation is a normal physiological process unique to females. Pre-menarche is characterized by physiological, cognitive, and psychological transitions which may be initiated from the midst of their second decade. The onset of puberty/ menstruation in girls tends to change their role in society. Overall inadequate awareness levels accompanied by socio-cultural taboos and prevailing myths and misconceptions about menarche and menstruation have played havoc on human society.
Objective: The main objective of the study is to diagnose and compare the prevailing level of knowledge, attitude, and practices of adolescent girls studying in government and private schools towards menstrual hygiene and management.
Material & Methods: This Analytical and cross-sectional study was conducted at Government Jouhar Girls High School and Shiblee Grammar School System, Gulberg Branch (private) Faisalabad. A self-administered survey-based questionnaire was developed. Prior formal written approval from school authorities was followed by the pre-planned scheduled visits, explaining the purpose of the study, assuring confidentiality of acquired information, and self-administration of survey-based questionnaires.
Results: The results indicated that the mean age at menarches of the girls was 13.69±0.95 years. A relatively more percentage of government (59.6%) school respondents followed by private school respondents (57.1%) had satisfactory knowledge about their age of first menarche (p = 0.806). Motivated by the socio-cultural taboos and /or fear or shame a majority of government (59.6%) and private school respondents (57.1%) had satisfactory knowledge about their age of first menarche (p = 0.806). A strong prevalence of Urinary Tract Infection (UTI) was found in private school girls 87(49.2%) and 21(11.9%), followed by respective percentages of 78(43.8%), 16(9.0%) amongst the government school respondents who recorded their responses as agreed and strongly agreed about the development of reproductive tract infection in the post-menstruation period. As far as the adoption of hygienic practices is concerned a relatively high percentage of government school 28(15.7%) followed by private school 14(7.9%) girls strongly disagreed about changing their absorbent material on daily basis. The development of skin abrasions like rashes, itching, and urinary tract infection was found in a relatively high proportion amongst the government school girls 30(16.9%) followed by private school respondents 18(10.2%) in the post-menstruation period. A most common and alarming unhygienic practice prevalent amongst the government and private school girls was the reuse of absorbent cloth, who responded as agreed and strongly agreed in respective terms as 43(24.2%), 22(12.4%), and 69(39%) and 28(15.8%).
Conclusion: The study concluded that the persistent myths, misconceptions, socio-cultural taboos, and unhygienic practices i.e. use of old clothes as absorbent, reuse of absorbent material, and delaying tendency of changing absorbent, amongst the adolescent school girls of government and private institutes which may pose direct adverse health and life quality concerns for the female Pakistani community. The current situation calls for active participatory contributions from education communities to initiate various communication and awareness campaigns regarding pre-menarche knowledge and menstruation management which may aid to strengthen and transform their role as a significant representative of society.
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"Francis Edgar Jones, 16 January 1914 - 10 April 1988." Biographical Memoirs of Fellows of the Royal Society 35 (March 1990): 179–99. http://dx.doi.org/10.1098/rsbm.1990.0008.
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Francis Edgar Jones was born on 16 January 1914 in Wolverhampton. His father, the son of a miner, was educated at the Rugby Grammar School and a teachers’ training college, and became a teacher in 1898. He met Frank’s mother, whose family name was Franks, while teaching at Barnet. Early in the 1900s they moved north to Wolverhampton and remained there until they moved again to Dagenham in 1921. Frank was the third born in a family of two boys and two girls. At the age of just under five he was sent to the Church of England Primary School at Heathdown, Wolverhampton, where the discipline was strict. Frank had a vivid recollection of life at the school: ‘When we arrived at a quarter to nine, we first had to place our hands on the desk in front, palms face down, to see that we had clean nails. Next we had to stand on the form to have our boots inspected to make sure they were clean. After prayers, school began and our reward for a good week’s work was to be allowed to work with raffia - of different colours - on Friday afternoons.’
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Inas Ibrahim Al Khalidi. "The impact of the implementation of the cartoon drawing project taught me Arabic in raising the level of academic achievement of the grammatical rules of the sixth graders in primary school Arad primary girls: أثر تطبيق مشروع رسومي الكارتونية تعلمني العربية في رفع مستوى التحصيل الدراسي للقواعد النحوية لتلميذات الصف السادس الابتدائي بمدرسة عراد الابتدائية للبنات." مجلة العلوم التربوية و النفسية 1, no. 7 (August 30, 2017). http://dx.doi.org/10.26389/ajsrp.e070617.
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The aim of the research project is to design an enriching curriculum in grammar grammar for the Arabic language by employing cartoon characters in the name of "cartoon drawing Arabic learners" and to study the effect of this project on a sample of sixth grade students. The sample consisted of 46 students. To two equal groups: first experimental consisted of (28) students, and the other by the same number as a control group, and determined the study time in the first semester of 2015-2016. The researcher used written tests to measure the level of achievement, and a measure of the trend towards Arabic grammar (prepared by researcher Samir Aboshatat 2005). The results of the research to me : 1 There were statistically significant differences between the mean scores of the experimental and control groups in the telemetry in favor of the experimental group. 2 There are statistically significant differences between the mean scores of the experimental group in the tribal and remote measurements in favor of the post-measurement. 3 There were no statistically significant differences between the two groups in measuring the trend towards Arabic grammar. These results can be attributed to the effective implementation of this project.
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Salim, Delmus Puneri, Fadhlan Saini, and Farmi Paputungan. "Improving Students' Speaking Skill through Snowball Throwing Technique (STT) at Indonesian Junior High School." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 8, no. 1 (June 8, 2020). http://dx.doi.org/10.24256/ideas.v8i1.1321.
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This research is a Classroom Action Research (CAR). It aimed at improving students’ speaking skill of the 7th grade at SMP N 1 Kotabunan East Bolaang Mongondow through the snowball throwing technique. The subjects of this research were 31 students consisted of 21 girls and 10 boys. But, only 25 students who attended the classroom. In this research, the researchers used mixed method (quantitative and qualitative design). To collect the data, the researchers utilized by using tests and observation. The researchers conducted the tests by asking the questions that related to the lessons that students had previously learnt. Meanwhile, observation was accomplished in order to observe qualitatively about the students’ learning process by the technique. The results showed that, in the first cycle, the mean score was 39.84 with percentage of students who passed the test was 52%. While in the second cycle, the mean score of post-test was 72.16 with the percentage of students who passed the test was 100%. According to the observation in the first cycle, it revealed that students could not carry out the technique properly and some students were not good in speaking such as having bad grammar and pronunciation. Furthermore, the researchers used the papers to construct as a ball in conducting the snowball throwing technique. In the second cycle, it indicated that the students were going better by carrying out the following technique. Based on the indication of the result, it can be said that there was an improvement of students’ speaking skill through snowball throwing technique of the 7th grade at SMP N 1 Kotabunan East Bolang Mongondow.
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Galia Ali Abu Gattam. "The use of electronic concept mapping technology to facilitate understanding of the grammatical rules of tenth-grade students in Jordan: استخدام تقنية خرائط المفاهيم الإلكترونية في تيسير فهم القواعد النحوية لدى طالبات الصف العاشر الأساسي في الأردن." مجلة العلوم التربوية و النفسية 4, no. 44 (November 28, 2020). http://dx.doi.org/10.26389/ajsrp.a010620.
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This study aimed to reveal the impact of the use of conceptual maps in facilitating the understanding of the grammatical rules among tenth basic students in the Juwaida Secondary Comprehensive School for Girls in the Hashemite Kingdom of Jordan, and in order to achieve this goal the study was applied to two groups: the control group and its number (30 students) and experimental And its number is (30 students), and the pre- test was applied to both groups, and after reassuring the application of the test in the same way, grammatical rules designed on the electronic conceptual mapping strategy were provided with the experimental group, and the traditional method of indoctrination of grammatical rules with the control group was made, and the difference appeared in understanding Those rules between students of the two groups; The results of the study showed that there is a statistically significant difference between the mean scores of the experimental and control groups, and the difference is attributed to the use of electronic concept maps in the teaching of members of the experimental group, and the study recommends the need to use electronic concepts maps to explain the Arabic grammar for tenth grade students.
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Đigić, Gordana, and Milica Zdravković. "ATTRIBUTIONS TO ACADEMIC SUCCESS AND FAILURE AND THE STRATEGIES FOR DEALING WITH THE EXAMINATION SITUATION AS PREDICTORS OF ACADEMIC SUCCESS." Facta Universitatis, Series: Philosophy, Sociology, Psychology and History, November 28, 2019, 067. http://dx.doi.org/10.22190/fupsph1902067d.
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The study was aimed at investigating students’ attributions to academic success/failure and the strategies for dealing with the examination situation as predictors of academic success. Students’ attributions to academic success/failure by internal/external and stable/unstable causes were examined by the Scale of Attributions to Academic Success and Failure. The strategies for dealing with the examination situation (focusing on the problem, focusing on emotions, imagination/distraction, seeking help in the examination situation) were examined by the Scale of Dealing with Examination Situation. The results obtained on the sample of second grade grammar school students (N=204) show that students’ attributions to academic success/failure and the strategies of dealing with the examination situation explain a significant percent of variance in academic success (R²=.210, p=.000). The most important particular predictor is the strategy of dealing with the examination situation by focusing on the problem (β=.244, p=.005). Students’ attributions to failure are more important predictors of academic success than attributions of success. Differences between boys and girls in the patterns of particular predictors of academic success were found. The results point out that it is important to support constructive students’ styles of attributions to academic success/failure and the strategies for dealing with examination situations.
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"David Gwynne Evans, 6 September 1909 - 13 June 1984." Biographical Memoirs of Fellows of the Royal Society 31 (November 1985): 172–96. http://dx.doi.org/10.1098/rsbm.1985.0007.
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David Gwynne Evans was born in Atherton, near Manchester, on 6 September 1909 of Welsh parents; his father, a schoolmaster, was from Pembrokeshire and his mother from Bangor, North Wales. He was the third of four children in a distinguished family. His older brother, Meredith Gwynne, became Professor of Physical Chemistry in Leeds and later in Manchester and was a Fellow of the Royal Society. His sister, Lynette Gwynne, took a degree in modern languages at Manchester University and taught in girls’ high schools. His younger brother, Alwyn Gwynne, after holding a lectureship in Manchester University was appointed to the Chair of Physical Chemistry in Cardiff University. David left Leigh Grammar School in 1928 at the age of 18 years and worked for two years in a junior capacity for the British Cotton Growers’ Association at the Manchester Cotton Exchange. However, when Alwyn went up to Manchester University in 1931, David decided to go with him and both graduated B.Sc. in physics and chemistry three years later and M .S c. after a further year. At this time Professor Maitland in the Department of Bacteriology wanted a chemist to help in the public health laboratory which was run by his department. Professor Lapworth recommended David for the post and thus David entered the field of bacteriology and immunology, to which he was to contribute so much. He was appointed Demonstrator and soon afterwards Assistant Lecturer in the University Department. During these early years he worked with Professor Maitland on the toxins of Haemophilus pertussis (now Bordetella pertussis ) and related organisms, work that provided a sound basis for his subsequent interest in whooping cough immunization and later for his abiding interest in vaccination against other diseases and in the standardization of vaccines and antisera.
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Deakin, Andrea. "All Fall Down: The Landslide Diary of Abby Roberts by J. Little." Deakin Review of Children's Literature 4, no. 1 (July 22, 2014). http://dx.doi.org/10.20361/g23s41.
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Little, Jean. All Fall Down: The Landslide Diary of Abby Roberts. Toronto: Scholastic Canada, 2014. Print.The Dear Canada Series is a strong, well-written series of novels bringing different periods of Canadian history to life through the voices of girls living at the time. There is a constant high quality of writing throughout the series and the books cover both moments of high drama, like the Halifax explosion, and also descriptions of the continuing stress of displacement and immigration.Jean Little is a fine writer whose descriptions vividly bring a scene to life and whose compassion exposes character and allows the reader to become one with her heroine.All Fall Down is the story of the Frank Slide in Alberta in 1902, but it does not begin there. We meet Abby and her family in Montreal and are thrown headlong into her story with the first sentence: “This morning my father was killed.” There has been an industrial accident and the family is left in turmoil. Here we begin to see the stresses Abby’s mother faces- no money, a child with Down Syndrome, and three other children to care for. Help comes from her mother’s brother who has opened a hotel in Frank, Alberta. He offers to take them all in. A three day train journey from Montreal takes them to Frank where their uncle and aunt greet them with kindness and concern. Little builds the situation in Frank; the prejudice against the Down Syndrome little brother, the prejudice, also against a friend Abby makes - Bird, a First Nations girl, and the changes in Abby’s older brother and sister as they, too, have to find a new place in the tiny community.The plot lines are skilfully woven- Abby’s growing skills and abilities, the family finding a place in the community, disease ,and strained relations with the First Nations people to the extent of ignoring a continual warning from Bird’s grandfather that the mountain would walk.Then the mountain walks.The first part of the book enables the reader to become so familiar with the family and the Frank community that the tragedy is all the more telling.All Fall Down is a strong engaging story, all the more effective because of the compassion with which a skilful writer, like Jean Little, has brought her people to life.Highly Recommended: 4 out of 4 stars Reviewer: Andrea DeakinAndrea has been involved with books since she was class librarian in Primary School, Student Librarian in Grammar School, student librarian for the Education Faculty when she was a student, and school librarian in schools both in England and in Canada, except for the first two years in Canada where she arrived in 1959. When she retired from teaching ( English and History) she was invited to review in February 1971, and continued to review for press, radio, and finally on the Internet (Deakin Newsletter from Okanagan College) until she retired in 2011. Forty years seemed sufficient- although she still cannot keep her nose out of good children's and YA fare.