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Shiwaku, Koichi. "Comparative study on teacher training for school disaster management in Armenia and Japan." Disaster Prevention and Management 23, no. 2 (April 1, 2014): 197–211. http://dx.doi.org/10.1108/dpm-12-2012-0144.
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Purpose – Teacher training is significant for effective school disaster management. The purposes of this paper are: first, to set items for analysis of teacher training program of Armenia through identification of teacher training program of Emergency And Rescue Team by school staff in Hyogo (EARTH) to understand the characteristics of teacher training program of Armenia; second, to identify common points and different points of school disaster management and teacher training between EARTH and Armenia to understand the characteristics of one of training program of Japan; and third, to propose improvement of teacher training of Armenia through identification of problems to give suggestions to improve teacher training program of Armenia. Design/methodology/approach – One of teacher training program for school disaster management in Japan can be considered as a good practice. The objectives are achieved through the comparison of teacher training program between Armenia and Japan. Findings – In Armenia, there are three training targets. Training contents should be developed after the clear concept development of training for each target. This paper proposed the concept based on EARTH training program. Normalization of school including psychological care is the main contents for school directors and deputy directors. Disaster management system and disaster management drill are the contents for military science teachers. Disaster education is the main contents for general teachers. Originality/value – This paper considered mainstreaming school disaster management from the aspect of teacher training and application of training program to other countries.
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Darlington, Pat, and Rosemary Black. "Helping to Protect the Earth—the Kosciusko National Park Education Program." Australian Journal of Environmental Education 12 (1996): 3–8. http://dx.doi.org/10.1017/s0814062600004134.
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ABSTRACTAn exciting and successful environmental education program has been implemented at Kosciusko National Park in south-eastern NSW. It is based on programs developed by the Institute of Earth Education, a non-profit volunteer organisation made up of an international network of individuals and member organisations. The major work of the Institute is to design and develop educational programs.The two most popular programs offered at Kosciusko National Park are EarthkeepersTM and Earth CaretakersTM which are focused, sequential and cumulative nature education programs intended for upper primary children, that is, ten to twelve year olds. The aim of these programs is to help students enjoy, understand and live in harmony with the Earth. The activities integrate three components-understanding, feelings and processing—mirroring the interpretation philosophy of understanding, appreciation and protection. Evaluation has shown that the programs successfully enhance school curricula subjects and motivate students to change the way they and their families live.
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Smith, Rebecca L. "Denver Museum of Natural History Prehistoric JourneySm: Teacher Resources and School Programs." Paleontological Society Papers 2 (October 1996): 183–88. http://dx.doi.org/10.1017/s1089332600003259.
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Prehistoric Journey, the museum's newest permanent exhibition, offers students and teachers the opportunity to explore the history of life on Earth through spectacular fossil specimens, interactive exhibits, and re-created environments depicting crucial points in life's history. A rich array of educational resources and programs are offered in conjunction with this exhibition. Opportunities for K-12 students include guided and unguided visits for school groups, Classroom Adventures on prehistoric subjects, an outreach assembly program, and the Prehistoric Universe show in Gates Planetarium. Teacher resources include teacher workshops, the comprehensive Prehistoric Journey Educators' Sourcebook, the Prehistoric Journey Previsit Video for Teachers (including portions for students in Spanish), and the Prehistoric Journey: A History of Life on Earth exhibit book. Prehistoric Journey educational materials and programs are correlated with the Colorado Standards for Science Teaching. All of these resources and programs, ordering information, and registration procedures are described in the museum school brochure which is mailed to Colorado schools and teachers in August (with an update in January). If you are not currently receiving this brochure, please call (303) 370-6314 to be placed on the mailing list.
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Riuttanen, Laura, and Taina Ruuskanen. "Multidisciplinary GLOBE environmental learning program." Lumat: International Journal of Math, Science and Technology Education 1, no. 4 (December 30, 2013): 367–70. http://dx.doi.org/10.31129/lumat.v1i4.1095.
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GLOBE is a hands-on environmental science and education program in which students, teachers, and researchers from around the world study the environment on local and global level. The aim of GLOBE program is to raise environmental awareness everywhere in the world, contribute to the dissemination of scientific knowledge on Earth and improve the standard of science and mathematics education. GLOBE is suitable for levels of education from primary to secondary school.
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Dixit, Amod Mani, Ryuichi Yatabe, Ranjan Kumar Dahal, and Netra Prakash Bhandary. "Public School Earthquake Safety Program in Nepal." Geomatics, Natural Hazards and Risk 5, no. 4 (June 25, 2013): 293–319. http://dx.doi.org/10.1080/19475705.2013.806363.
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Marpa, Eliseo P., and Ma Hiyas R. Juele. "Environmental Awareness and Practices among High School Students: Basis for Disaster Preparedness Program." Applied Mechanics and Materials 848 (July 2016): 240–43. http://dx.doi.org/10.4028/www.scientific.net/amm.848.240.
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Inhabitants of Mother Earth are now experiencing the effects of climate change, global warming, ozone depletion, pollution, species extinction, desertification and improper waste management. This phenomenon is global and the Philippines is not exempted from these environmental threats and challenges. Thus, this study on environmental awareness and practices among high school students was conducted. To address this problem, the researchers used descriptive-correlational method utilizing the developed research instrument administered to the 935 participants. Findings of the study revealed that high school students’ extent of awareness and practices was great while moderate in the greening of the environment. Likewise, the same results were obtained when participants were grouped according to the selected variables. However, when grouped according to topography, the extent of awareness and practices of those living in the coastal areas was moderate. Furtheremore, signficnat differences among high school students environmental awareness and practices were observed on the greening of the environment, elimination of pollutants, and maintaning ecological balance. Significant correlation was also noted between high school students awareness and practices. This means that high school students environmental awareness is related to their practices. Thus, it is about time that schools should advocate and integrate environmental education with emphasis on the greening of the environment.
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Kraft, Matthew A., and Grace T. Falken. "A Blueprint for Scaling Tutoring and Mentoring Across Public Schools." AERA Open 7 (January 2021): 233285842110428. http://dx.doi.org/10.1177/23328584211042858.
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In this thought experiment, we explore how to make access to individualized instruction and academic mentoring more equitable by taking tutoring to scale as a permanent feature of the U.S. public education system. We first synthesize the tutoring and mentoring literature and characterize the landscape of existing tutoring programs. We then outline a blueprint for integrating federally funded and locally delivered tutoring into the school day. High school students would serve as tutors/mentors in elementary schools via an elective class, college students in middle schools via federal work-study, and 2- and 4-year college graduates in high schools via AmeriCorps. We envision an incremental, demand-driven expansion process with priority given to high-needs schools. Our blueprint highlights a range of design tradeoffs, implementation challenges, and program costs. We estimate that targeted approaches to scaling school-wide tutoring nationally, such as focusing on K–8 Title I schools, would cost between $5 and $16 billion annually.
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Chisholm Hanham, Alison, Scott Loveridge, and Bill Richardson. "A National School-Based Entrepreneurship Program Offers Promise." Community Development Society. Journal 30, no. 2 (September 1999): 115–30. http://dx.doi.org/10.1080/15575339909489717.
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Asami, A., D. J. Asher, T. Hashimoto, S. Isobe, S. Nishiyama, Y. Ohshima, J. Terazono, T. Urata, and M. Yoshikawa. "An Education Program Using Tera-Byte NEA Observation Data." International Astronomical Union Colloquium 183 (2001): 245–50. http://dx.doi.org/10.1017/s0252921100078970.
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AbstractThere are three wide-field telescopes at the Bisei Spaceguard Center operated by the Japan Spaceguard Association. These telescopes are dedicated to detect near-earth asteroids and produce several tera-byte data per month. Since these data contain many main-belt asteroids, we will use them for an education program that will allow school pupils and the general public to find new main-belt asteroids. We are now developing a new software for its purpose.
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Ito, Y., H. Ikemitsu, and K. Nango. "DEVELOPMENT AND EVALUATION OF SCIENCE AND TECHNOLOGY EDUCATION PROGRAM USING INTERFEROMETRIC SAR." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 123–29. http://dx.doi.org/10.5194/isprsarchives-xli-b6-123-2016.
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This paper proposes a science and technology education program to teach junior high school students to measure terrain changes by using interferometric synthetic aperture radar (SAR). The objectives of the proposed program are to evaluate and use information technology by performing SAR data processing in order to measure ground deformation, and to incorporate an understanding of Earth sciences by analyzing interferometric SAR processing results. To draft the teaching guidance plan for the developed education program, this study considers both science and technology education. The education program was used in a Japanese junior high school. An educational SAR processor developed by the authors and the customized Delft object-oriented radar interferometric software package were employed. Earthquakes as diastrophism events were chosen as practical teaching materials. The selected events indicate clear ground deformation in differential interferograms with high coherence levels. The learners were able to investigate the ground deformations and disasters caused by the events. They interactively used computers and became skilled at recognizing the knowledge and techniques of information technology, and then they evaluated the technology. Based on the results of pre- and post-questionnaire surveys and self-evaluation by the learners, it was clarified that the proposed program was applicable for junior high school education, and the learners recognized the usefulness of Earth observation technology by using interferometric SAR. The usefulness of the teaching materials in the learning activities was also shown through the practical teaching experience.
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Ito, Y., H. Ikemitsu, and K. Nango. "DEVELOPMENT AND EVALUATION OF SCIENCE AND TECHNOLOGY EDUCATION PROGRAM USING INTERFEROMETRIC SAR." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 123–29. http://dx.doi.org/10.5194/isprs-archives-xli-b6-123-2016.
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This paper proposes a science and technology education program to teach junior high school students to measure terrain changes by using interferometric synthetic aperture radar (SAR). The objectives of the proposed program are to evaluate and use information technology by performing SAR data processing in order to measure ground deformation, and to incorporate an understanding of Earth sciences by analyzing interferometric SAR processing results. To draft the teaching guidance plan for the developed education program, this study considers both science and technology education. The education program was used in a Japanese junior high school. An educational SAR processor developed by the authors and the customized Delft object-oriented radar interferometric software package were employed. Earthquakes as diastrophism events were chosen as practical teaching materials. The selected events indicate clear ground deformation in differential interferograms with high coherence levels. The learners were able to investigate the ground deformations and disasters caused by the events. They interactively used computers and became skilled at recognizing the knowledge and techniques of information technology, and then they evaluated the technology. Based on the results of pre- and post-questionnaire surveys and self-evaluation by the learners, it was clarified that the proposed program was applicable for junior high school education, and the learners recognized the usefulness of Earth observation technology by using interferometric SAR. The usefulness of the teaching materials in the learning activities was also shown through the practical teaching experience.
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Leather, K., F. Andrews, R. Hall, and W. Orchiston. "Coping with a New Curriculum: The Evolving Schools Program at the Carter Observatory, New Zealand." International Astronomical Union Colloquium 162 (1998): 267–72. http://dx.doi.org/10.1017/s0252921100115222.
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Carter Observatory is the National Observatory of New Zealand and was opened in 1941. For more than ten years the Observatory has maintained an active education program for visiting school groups (see Andrews, 1991), and education now forms one of its four functions. The others relate to astronomical research; public astronomy; and the preservation of New Zealands astronomical heritage (see Orchiston and Dodd, 1995).Since the acquisition of a small Zeiss planetarium and associated visitor centre in 1992, the public astronomy and education programs at the Carter Observatory have witnessed a major expansion (see Orchiston, 1995; Orchiston and Dodd, 1996). A significant contributing factor was the introduction by the government of a new science curriculum into New Zealand schools in 1995 (Science in the New Zealand Curriculum, 1995). “Making Sense of Planet Earth and Beyond” comprises one quarter of this curriculum, and the “Beyond” component is astronomy.
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Σκαρπέλης, Ν., Αικ Ασημακοπούλου, and Κ. Μιχαλοπούλου. "GEOLOGY COURSES IN GREEK HIGH SCHOOLS: AN OVERVIEW AND PROPOSALS FOR THE FUTURE." Bulletin of the Geological Society of Greece 36, no. 2 (July 23, 2018): 631. http://dx.doi.org/10.12681/bgsg.16768.
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An overview of the earth science courses in the curriculum in the greek high schools from 1899 to 1999 is given in the paper. It was based on detailed searching within files related to educational issues included in the Official Journal of the Greek Government. Although all segments of society can benefit by an enhanced awareness of earth sciences, severe cutbacks in geology education took place last years. It is proposed that the school program should be designed to include a geology course for students of the 3rd class of Gymnasium or the 1s t class of the Lyceum, comprising a series of talks and demonstrations on diverse themes related to the evolution of the earth, management of water and mineral and energy resources, natural hazards, the responsible use of the geosphere, the earth processes affecting evolution of life, the origin of human race and the preservation of natural monuments.
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Johnson, Clayton. "A State-Wide Earth Science Institute in Missouri." Earth Sciences History 4, no. 1 (January 1, 1985): 63–68. http://dx.doi.org/10.17704/eshi.4.1.6l47772466768362.
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One-hundred-fifteen secondary school science teachers in Missouri were trained in 1969-70 in an NSF-funded, state-wide institute in which eight colleges and universities participated. An inquiry approach to teaching and learning, in contrast to lecturing and reciting, was to be used by the newly trained teachers. Because of this, special attention was given, during the training period, to teacher attitudes and attitude change in relation to students and classroom situations. Evaluation showed that the greatest positive change in teacher attitude came during the early, very intensive part of the year-long program.
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Macdonald, Maritza, David Silvernail, Natasha Cooke-Nieves, Sharon Locke, Aline Fabris, Nakita Van Biene, and Michael J. Passow. "How museums, teacher educators, and schools, innovate and collaborate to learn and teach geosciences to everyone." Terrae Didatica 14, no. 3 (September 28, 2018): 271–76. http://dx.doi.org/10.20396/td.v14i3.8653525.
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Natural History museums are well known and even famous for the multiple educational opportunities they offer to the public, which includes international visitors, and students and schools. This paper introduces a new role for museums, as sites for the education and certification of new science teachers. In 2017, the American Museum of Natural History (AMNH) completed evaluation of its initial six years as the first museum-based Master of Arts in Teaching (MAT) Earth science program in the USA. The program was conceptualized in response to multiple levels of local and national education policies, and the still cur-rent need to improve Earth science education for all students, especially those designated ‘at-risk.’ Race to the Top (RTTT) in New York State and the National Commission on Teaching for America’s Future had been call-ing for the reconceptualization of teacher education for several years. MAT began as a pilot program authorized by NYS, the result of a competition for inno-vation in the design of programs outside the traditional university structures that corre-sponded to areas of need (at the inter-section of the sciences and quality education for New English Learners and students with learning disabilities). In developing the museum-specific part of the program, theoretical perspectives from research on Strands of Learning Science in Informal In-stitutions, Spatial thinking, and Place-based Learning. Also the selection of candidates required background in one of the Earth Science fields. In addition, scientists and curators became part of the faculty and directed the field and laboratory residencies at the end of the school year and before beginning to teach in schools. After three years, the pilot was fully authorized to grant its own degrees. The institution operates on multiple levels: it is a teaching residency program that awards degrees, maintains strong partnerships with schools, is a member of the network of Independent Colleges and Universities in New York State, and provides on-site graduate courses for other col-leges and universities on the educational role of, and research on, informal learning in science institutions. The museum is at the heart of the program’s design. Courses include research on learning in museums, pedagogical content knowledge re-garding science, and experiential residencies geared toward preparing candidates to teach in both museums and public schools, as well as conduct independent and team science research. Courses are co-taught by scientists and educators, and are designed to use museum exhibitions and resources, including current and past scientific research, technology, and online teaching tools in order to facilitate instruction, demonstrate the nature of science, and com-plement science with cultural histories that highlight the role of science in society. Evaluation evidence indicates the program has been successful in pre-paring teachers to teach in high-needs urban schools in New York State. An external-impact quanti-tative study by NYU, focused on student performance on the standardized New York State Earth Science Regents Examination, indicated that (1) students of MAT graduates are doing as well as students taught by other Earth science teachers with similar years of experience in New York City; and (2) demographically, MAT teachers instruct a higher percentage of students with lower economic and academic profiles. This paper focuses on how the program design utilizes all aspects of a natural history museum to offer the science museum community, teacher educators, and policy-makers new approaches for the preparation of teachers and the education of their students.
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Margolis, A. A., M. A. Safronova, A. A. Drobyazko, L. S. Kuravsky, I. A. Golovanova, and D. A. Pominov. "Electronic Portfolio as a Mean of Reflection Formation for Students Learning." Psychological-Educational Studies 13, no. 2 (2021): 3–16. http://dx.doi.org/10.17759/psyedu.2021130201.
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The article presents the results of a study aimed at the reflection formation of students to the educational program they are mastering as a program of preparation for professional activity through a specially organized educational environment, including the use of the "Electronic Portfolio" tool and regular interaction with a supervisor. The study involved students of bachelor's programs of the faculty of "Psychology of Education" MSUPE – "Psychology and pedagogy of primary education (primary school teacher)" (N=21 people) – experimental group and "Psychology and pedagogy of education (psychologist)" (N=22 people) – control group. A questionnaire was used to study the reflection formation towards mastering the main professional educational program. The results obtained make it possible to say that the specially-organized work of the supervisor of the mini-group, mediated by the use of an electronic portfolio that records the development of the student's professional competencies, can provide conditions for the formation of a student's reflection to learning. An electronic portfolio can be used as a navigator in the educational program and a means of organizing reflection of students' professional competencies in professional activity.
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Henry, Parker Ray. ""Ewondo in the Classes, French for the Masses"." IU Journal of Undergraduate Research 4, no. 1 (December 16, 2018): 86–93. http://dx.doi.org/10.14434/iujur.v4i1.24507.
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Cameroon is home to over two hundred eighty native languages coming from three language families, making it one of the most linguistically diverse countries on Earth. Despite this, native languages hold very few domains in Cameroonian society. In recent years, several experimental programs have begun to implement native languages in schools, citing that children learn best in their mother tongue. Among these schools is ELAN-Afrique, an initiative put forth by La Francophonie with the main aim of helping students better learn French by way of their mother tongue. This paper seeks to differentiate the benefits prescribed or expected by ELAN leadership from the actual benefits occurring at one Ewondo-medium ELAN school in Yaoundé. The study includes a series of twenty interviews with program leadership, linguists, and NGOs, as well as teachers and parents of students enrolled in the program. Claims made in interviews were then validated or refuted by classroom observation. The program’s main flaw is the assumption that the students’ mother tongue is Ewondo when in reality, due to their urban upbringing, the students’ mother tongue is French. This causes the reality of the program to differ fundamentally from the expectations of La Francophonie as some predicted benefits are negated, some manifest differently than expected, and other benefits appear never having been predicted.
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Sergeeva, M. A., M. V. Voronina, and M. K. Raskladkina. "Available Cosmos: Geoinformation Technologies for Schoolchildren." World of new economy 14, no. 1 (November 1, 2020): 6–14. http://dx.doi.org/10.26794/2220-6469-2020-14-1-6-14.
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The article presents methodical and technical developments on the use of geoinformation technologies in secondary schools and additional educational institutions. The problem in the reorganization of the training courses of the Earth sciences has long been ripe. Its origins lie in the rapid expansion of the field of application of geospatial data, in the transformation of this sphere from a highly specialized to mass and, as a consequence, the needs of the aerospace business in obtaining highly qualified, erudite professionals. The development of aerospace education entails the need to develop new types of educational courses beginning with a school bench that will raise the prestige of earth sciences, break away from boring textbooks and bring the educational program in line with the needs of the economy and with the interests and capabilities of modern students.
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Carrick, Tina L., Kate C. Miller, Eric A. Hagedorn, Bridget R. Smith-Konter, and Aaron A. Velasco. "Pathways to the Geosciences Summer High School Program: A Ten-Year Evaluation." Journal of Geoscience Education 64, no. 1 (February 15, 2016): 87–97. http://dx.doi.org/10.5408/15-088.1.
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Giordano, Nicola, Flavia De Luca, Anastasios Sextos, Fernando Ramirez Cortes, Carina Fonseca Ferreira, and Jingzhe Wu. "Empirical seismic fragility models for Nepalese school buildings." Natural Hazards 105, no. 1 (October 14, 2020): 339–62. http://dx.doi.org/10.1007/s11069-020-04312-1.
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AbstractEmpirical vulnerability models are fundamental tools to assess the impact of future earthquakes on urban settlements and communities. Generally, they consist of sets of fragility curves that are derived from georeferenced post-earthquake damage data. Following the 2015 Nepal earthquake sequence, the World Bank, through the Global Program for Safer Schools, conducted a Structural Integrity and Damage Assessment (SIDA) of about 18,000 school buildings in the earthquake-affected area. In this work, the database is utilized to identify the main structural characteristics of the Nepalese school building stock. For the first time, extended SIDA school damage data is processed to derive fragility curves for the main structural typologies. Data sets for each structural typology are used for a Bayesian updating of existing fragilities to obtain regional models for Nepalese schools. These fragility estimates can be adopted to assess potential seismic losses of the school infrastructure in Nepal. Additionally, they can be used for calibrating loss assessment studies in the wider Himalayan region where the structural typologies are similar.
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Sugimura, Atsushi. "Development of self-care acquisition support program for school children with atopic dermatitis." Impact 2021, no. 5 (June 7, 2021): 64–65. http://dx.doi.org/10.21820/23987073.2021.5.64.
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The most common form of eczema is atopic dermatitis (AD). This skin condition is prevalent among children but can affect people of any age, causing dryness, itchiness and soreness. In Japan, around 10 per cent of children are thought to have AD. In order to manage the condition, daily skincare is important and, when it comes to children, providing educational interventions to parents has been found to be effective. Yet, this type of education is not always readily available. Atsushi Sugimura, Faculty of Nursing, Tokai University School of Medicine, Japan, wants to change this and is working to promote the importance of self-care in the management of AD, with a view to improving the skin condition of school children with AD and also benefiting their parents. This research involves conducting interviews and questionnaires with school children and their parents in order to discern how children can be supported in self care. The researchers will use their findings to develop a self-care acquisition support programme. A key goal of this work is to foster independence in school children, encouraging them to take responsibility for their skin and look after it appropriately. Therefore, Sugimura and the team explored the relationship between school children's independence and parental care attitudes and found that when parental attitudes were restrictive, the care attitude of children was low. However, the researchers are considering the limitations to interpreting causality and therefore will continue to investigate this relationship.
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Berenguer, Jean-Luc, Françoise Courboulex, Audrey Tocheport, and Marie-Paule Bouin. "Tuned in to the Earth … from the school EduSismo: the French educational seismological network." Bulletin de la Société Géologique de France 184, no. 1-2 (January 1, 2013): 183–87. http://dx.doi.org/10.2113/gssgfbull.184.1-2.183.
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Abstract Earthquakes are both troubling and fascinating because of their suddenness, the terrible destruction they can wreak and because they still remain unpredictable. This is why emphasis must be placed on preparation, especially in the school system where causes and effects of these hazards are studied. But trying to explain earthquakes, scrutinizing the earth’s depths, taking on the planet internal dynamics… entail moving into the inaccessible. In this respect seismology is a source of complexity and fascination. Scientific culture is thus at the heart of seismic risk instruction. All of this is in what the “SISMOS à l’École” curriculum is involved, by implementing an educational program that allows a natural risk culture to be engaged through a scientific and technological approach. The original and innovative aspect of this programme stems from giving students the opportunity to install a seismometer in their school. The recorded signals, reflecting regional or global seismic activity, feed into an on-line database, a genuine seismic resource centre and a springboard for educational and scientific activities. The network ‘EduSismo’ (numbering some sixty stations installed in metropolitan France, the overseas departments and territories and a few French high schools abroad) is the outgrowth of an experiment conducted in the Alpes-Maritimes area some twelve years back. Since then, the programme implemented has gone beyond simply acquiring seismic signals, which has been procured by research and monitoring centres. By appropriating a scientific measurement, the student becomes personally involved and masters complex concepts about geophysics and geosciences. The development of simple devices and the design of concrete experiments associated with an investigative approach make it possible to instill the students, these future citizens, a high-quality scientific culture and an education about risks. Today, this programme is expanding. New initiatives with Italian, British and Swiss partners are being put in place to share experiences and data in Europe.
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Zafar, Sumaira, Maha Qaisar, Zainab Sohail, and Arjumand Zaidi. "Development of Government Schools in Orangi Town, Karachi." Journal of Geoscience, Engineering, Environment, and Technology 2, no. 4 (December 1, 2017): 235. http://dx.doi.org/10.24273/jgeet.2017.2.4.348.
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The primary school system in Pakistan needs improvement in order to provide the basic right of education to all. Government schools are not enough to cater the needs of increasing population of the country. The main goal of this study was to present a methodology for the development of government schools based on geographical information system (GIS) through a case study of Orangi Town in Karachi. In this study, first the adequacy of government schools in the study area was evaluated and then the need for additional schools with their suitable locations were identified. Data regarding school locations and students enrollments were collected from Sindh Basic Education Program of a non-profit NGO iMMAP. School building footprints were digitized from 2001 and 2013 Google Earth archived images. Population in 2013 was estimated by projecting 1998 census data downloaded from the website of the Census Bureau of Pakistan. An educated assumption of 20 % of the total population of Orangi Town was used to calculate number of primary school-aged children. Study results showed that schools existed in 2013 were not sufficient to serve all these children. This study also revealed that new schools were built during this time period, but the population growth rate was much higher than the growth rate of schools that created a big supply-demand gap. The most progressive Union Council (UC) of Orangi Town was Haryana Colony where 17 new schools were constructed between 2001 and 2013 though the required number of schools still fall short. New sites for schools were also proposed to optimally serve Orangi Town’s residents using GIS proximity analysis.
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Redding, Christopher, and Ted Myers. "Who Are America’s Teachers of the Year?" AERA Open 7 (January 2021): 233285842110255. http://dx.doi.org/10.1177/23328584211025524.
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The Teacher of the Year (TOY) program is the longest-standing teacher recognition program in the United States. The purpose of this study is to describe the characteristics of state and national TOY awardees and the schools in which they teach. To accomplish this aim, we develop a new data set including the characteristics of all TOY awardees and their schools from 1988 to 2019. Using descriptive and regression analysis, we find that TOY awardees are most likely to teach at the high school level, while the most common subjects taught were elementary education, English language arts, natural sciences, and, for National TOY awardees, social studies. They also have a greater probability of being selected from schools with a smaller fraction of students eligible for free or reduced-price lunch, and higher student enrollments. We discuss how these differences may impede the TOY program’s efforts to amplify teachers’ voice in education policymaking.
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Kelly, Paul R. "Transfer of Learning from a Computer Simulation as Compared to a Laboratory Activity." Journal of Educational Technology Systems 26, no. 4 (June 1998): 345–51. http://dx.doi.org/10.2190/txeb-lpcp-l8w2-q362.
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The use of computer simulations is discussed, especially in relation to science education. Issues of fidelity and transfer are briefly presented when a computer simulation is used instead of a laboratory activity. A computer program written by the author is described that simulates a typical mineral identification activity that would be performed in a high school earth science course. Student performance on the mineral identification portion of the New York State Regents Earth Science Exam was used to compare students who had been taught using the simulation and students who had used the laboratory based mineral activity. No difference was found in student performance between the two groups.
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Napratilora, Martina, Mardiah Mardiah, and Hendro Lisa. "Peran Guru sebagai Teladan dalam Implementasi Nilai Pendidikan Karakter." Al-Liqo: Jurnal Pendidikan Islam 6, no. 1 (June 30, 2021): 34–47. http://dx.doi.org/10.46963/alliqo.v6i1.349.
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In education, an exemplary and character teacher at school has a real impact on the child's personality in the future. Character building is a collective commitment of the Indonesian people to face today's global demands. The implementation of character education is a way to build a more moral education. The purpose of writing this article was to describe and analyze the exemplary teachers in implementing character education. This article had analyzed and reviewed the works of literature that were related to the topic. The model used was a library research approach. The results examined that the implementation of character education in schools is the responsibility of all school members. However, teachers play a more important role in achieving the program, the success of character education in schools depends on the extent to which the teachers can be a model for their students. Creating a character student will need a character teacher as well.
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Ecton, Walter G., Christopher T. Bennett, H. Kenny Nienhusser, Milagros Castillo-Montoya, and Shaun M. Dougherty. "If You Fund Them, Will They Come? Implications From a PhD Fellowship Program on Racial/Ethnic Student Diversity." AERA Open 7 (January 2021): 233285842110404. http://dx.doi.org/10.1177/23328584211040485.
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Prior research demonstrates the important role that financial considerations play in prospective students’ decision making when applying to and enrolling in graduate school. Racially/ethnically minoritized students, in particular, face persistent challenges during the graduate application and enrollment process. Capitalizing on a natural experiment, we identify the effects of introducing a PhD fellowship on the composition of applicants and enrolling students in PhD programs at a large public university’s graduate school of education. Using administrative data from 9 years of applications, we use difference-in-differences and event study analyses to show that the fellowship increased the number of applicants overall, as well as the share of Black applicants and enrollees in impacted cohorts, with no significant effects on academic preparation. To better understand why and how a PhD fellowship might impact students’ application behaviors and experiences once in graduate school, we supplement our primary findings with survey responses from current PhD students at the graduate school of education.
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Polterovich, V., M. Dmitriev, A. Yakovlev, E. Gurvich, and A. Auzan. "The fate of economic programs and reforms in Russia (Proceedings of the roundtable discussion at the XVIII April international academic conference on economic and social development)." Voprosy Ekonomiki, no. 6 (June 20, 2017): 22–44. http://dx.doi.org/10.32609/0042-8736-2017-6-22-44.
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The roundtable discussion held on April 12, 2017 at the XVIII April international academic conference on economic and social development (April 11-14,2017, Moscow, National Research University Higher School of Economics) in cooperation with ARETT. In their presentations the participants of the roundtable considered the most serious issues related to working out and implementation of economic programs and reforms in Russia. The participants tried to understand the reasons of poor realization of program documents, reveal their advantages and drawbacks, and formulate the positive agenda.
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Johnson, Roberta M., Sandra Henderson, Lisa Gardiner, Randy Russell, Dennis Ward, Susan Foster, Kirsten Meymaris, Becca Hatheway, Linda Carbone, and Teri Eastburn. "Lessons Learned Through Our Climate Change Professional Development Program for Middle and High School Teachers." Physical Geography 29, no. 6 (November 2008): 500–511. http://dx.doi.org/10.2747/0272-3646.29.6.500.
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Amici, Stefania, and Marek Tesar. "Building Skills for the Future: Teaching High School Students to Utilize Remote Sensing of Wildfires." Remote Sensing 12, no. 21 (November 5, 2020): 3635. http://dx.doi.org/10.3390/rs12213635.
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A substantial proportion of Italian students are unaware of the connection between what they learn at school and their work opportunities .This proportion would most likely increase if data were collected today, given the generation of a broad range of new jobs that has arisen due to advancements in technology. This gap between students’ understanding of what they learn at school and its application to the broader world—the society, the economy and the political sphere—suggests there needs to be a rethinking of how teaching and learning at school is conceived and positioned. To help students to approach ongoing social and economic transformations, the Italian Educational Ministry (MIUR) has endorsed a school–work interchange program which, aligned with the principle of open schools, aims to provide students with work experience. It is within the scope of this initiative that we have tested high school students with remote sensing (RS) from space projects. The experience-based approach aimed to verify students’ openness to the use of satellite data as a means to learn new interdisciplinary skills, to familiarize themselves with methodological knowledge and, finally, to inspire them when choosing a university or areas of future work. We engaged three cohorts, from 2017, 2018 and 2019, for a total of 40 h each year, including contact and non-contact time. The framework of each project was the same for the three cohorts and focused on the observation of Earth from space with a specific focus on wildfires. However, the initiative went beyond this, with diverse activities and tasks being assigned. This paper reports the pedagogical methods utilized with the three cohorts and how these methods were transformed and adapted in order to improve and enhance the learning outcomes. It also explores the outcomes for the students, teachers and family members, with respect to their learning and general appreciation.
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정상윤 and Jungjoo Sohn. "Development and Application of the STEAM Teaching-Learning Program in ‘Earth & Moon’ Unit for Science Gifted Elementary School Students." Journal of Science Education 37, no. 2 (September 2013): 359–73. http://dx.doi.org/10.21796/jse.2013.37.2.359.
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Barokah, Sarah Mustika, and Muhammad Nur Wangid. "NON-VIOLENT ISLAMIC ELEMENTARY SCHOOL: CHILD-FRIENDLY SCHOOLS IN INCLUSIVE CLASSES DURING THE COVID PANDEMIC." Al-Bidayah : jurnal pendidikan dasar Islam 13, no. 1 (August 3, 2021): 145–66. http://dx.doi.org/10.14421/al-bidayah.v13i1.606.
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The rise of child abuse cases in Indonesia has demanded the school to implement an anti-violence policy. Thus, the inclusion school of MI Amanah has implemented an anti-violence policy as an implementation form of the Child-Friendly School program. The objective of this research was to describe the implementation of the anti-violence policy during the learning process in the inclusion class as an embodiment of a child-friendly school in MI Amanah, Malang District. This research exerted a qualitative approach; the research data were collected through interviews, observation, and documentation; the data were then analyzed qualitatively and descriptively. The research location was at MI Amanah, Turen Sub-district, Malang District. The research was conducted from August to December 2020 by employing the foundation's president, principal, and teachers as the research subjects. The research finding indicated that implementing an anti-violence policy in student learning was covered in planning, implementation, and assessment. The learning planning was conducted by designing and organizing the learning materials without ignoring the child specificity; also allocating play, time, and rest. The learning implementation was to use polite greetings, put forward a psychological approach and positive discipline, make study groups in the inclusion class, care for students when they got through learning difficulties, raise tolerance environment, and provide worship and sleeping time. The learning assessment was done objectively by featuring authentic assessment; the assessment should be employed without comparing; the assessment regards the student's potential and skill.
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Moeller, Robin A., and Kim E. Becnel. "“Why On Earth Would We Not Genrefy the Books?”: A Study of Reader-Interest Classification In School Libraries." KNOWLEDGE ORGANIZATION 46, no. 3 (2019): 199–208. http://dx.doi.org/10.5771/0943-7444-2019-3-199.
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Through their work as instructors in a master of library science program, the authors observed a sharp increase in students’ desire to adopt the reader-interest classification approach of genrefication for their school libraries’ fiction collections. In order to better understand this trend, the researchers interviewed seven school librarians regarding their motivations for genrefying their libraries’ fiction collections; the challenges they encountered during or after the genrefication process; and any benefits they perceived as having resulted in the implementation of genrefication. The data suggest that the librarians’ interests in genrefication stem mostly from the lack of time they have to help individual students find materials, and the lack of time students are given out of the instructional day to explore the libraries’ fiction collections. The participants felt that reclassifying the library’s fiction collection by genre gave students more ownership of the fiction collection and allowed them to find materials that genuinely interested them. The significant challenges the librarians faced in the reorganization process speak to challenges regarding the ways in which librarians attempt to provide access to diverse materials for all patrons.
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Weaver, Caleb. "Borderlands Earth Care Youth Institute Restoration Work in the U.S./Mexico Borderlands." Air, Soil and Water Research 14 (January 2021): 117862212110159. http://dx.doi.org/10.1177/11786221211015962.
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The Borderlands Earth Care Youth (BECY) Institute is an example of hands-on environmental education where high school students engage with restoration. BECY inspires and trains the next generation of land stewards by hiring borderland youth to restore their home watersheds. The 12-person youth crews, currently located in two rural communities just north of the U.S./Mexico border, are paid to implement hands-on restoration, utilizing science-based techniques, to return biodiversity to the landscape and urban binational communities. During its 8-year program, BECY interns have been hired to refill plummeting groundwater tables, stabilize dwindling native pollinator populations, revegetate barren landscapes, arrest erosion, link fragmented wildlife corridors, and support sustainable food systems. Each BECY crew is led by two young adults, ages 21 to 26, who are graduates of the program. Restoration projects are completed in collaboration with local conservation professionals working in careers accessible to local youth. Along with tiered near-peer mentorship, BECY crews develop leadership and team-building skills while learning critical concepts in watershed, ecosystem, and food system restoration. Youth interns graduate from the BECY crew by completing independent restoration projects and presenting a report of their project at a community graduation ceremony. Through prolonged contact with restoration professionals across the Sky Island Restoration Collaborative, BECY has bridged a gap in establishing viable restoration-based economies in multiple underserved rural border communities, with the goal of catalyzing an ethic of cross-border land stewardship for generations into the future.
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Ifqiren, Sara, Sabah Selmaoui, Fatima Ezahra Ait Yahia, and Boujemaa Agorram. "French as the Teaching Language of Life and Earth Sciences in Moroccan School: what’s the Teachers’ Opinion?" International Journal on Engineering, Science and Technology 3, no. 1 (April 24, 2021): 12–19. http://dx.doi.org/10.46328/ijonest.27.
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The strategic vision for the recent reform in Morocco included the diversification of teaching languages by teaching scientific subjects in French. This starts in pilot’s class teaching scientific subjects in the French language. In this context, the language for teaching Life and Earth Sciences (LES) was changed from Arabic to French. This linguistic change in teaching LES aims to make the learner able to communicate in French in addition to Arabic, and to put an end to the linguistic problem that currently exists when entering universities, that teach these subjects in the French language. In this survey we interested to teachers’ opinions in order to get acquainted with their opinions in teaching Life and Earth Sciences in French for the middle school, and collecting suggestions and solutions to overcome the problem observed in classrooms. We used a questionnaire as an investigative tool for data collection distributed to life and earth sciences’ teachers of middle school. The findings of this research shows that teaching this subject in French forms an obstacle to academic achievement, and classroom interaction, whether in the rural or urban areas. This is due to reasons related to the poor language level of students, the absence of teacher continuous training in teaching the subject in French, and the weakness of the means adopted to make this change in the language of instruction. Among the solutions that have been proposed and used to overcome this educational phenomenon is the preparation of a support plan that includes a program consisting of activities targeting the communicative aspect for learners in French, as well as other activities aimed at providing the learner with skills such as analysis, description, observation and conclusion, while translating scientific words from French into Arabic.
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Okuno, Hiroyuki. "Development of a cross-disciplinary constitutional learning program in junior high school social studies using ICT." Impact 2021, no. 7 (September 14, 2021): 35–37. http://dx.doi.org/10.21820/23987073.2021.7.35.
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A nation's constitution is of prime importance to its people as it sets out the fundamental principles a government must adhere to, as well as outlining the rights it must grant its people. A constitution's guarantee of human rights makes it essential for preserving liberty and, as such, it is important that society is informed about the constitution and the rights it affords them. That is why educational institutions should familiarise students with their respective nation's constitution. Dr Hiroyuki Okuno, Doshisha University, Japan, champions the development and implementation of new ways of teaching the Japanese constitution to students. He is developing a cross-disciplinary learning programme for junior high school students called the Constitutional Learning Programme that teaches the constitution using social studies that utilise ICT. His goal is to spark within students an active interest in the constitution and encourage them to play a role in the constitution in terms of expressing opinions and thinking deeply about liberty and human rights. The programme's format is flipped learning, with students acquiring knowledge ahead of time and later deepenging this understanding through interaction with peers and teachers. The use of e-learning is key here as Okuno wants students to learn at their own pace and believes this is facilitated by this style of learning, enabling students to take home ideas learned in the classroom and better familiarise themselves with these concepts independently.
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Colon Robles, Marile, Marjorie Thrash, Candace Walker, and Kimberly M. Brush. "NASA STEM Digital Badges for Educators and Their Students: A Pilot Program Bringing STEM into Middle Schools using NASA Langley Research Center’s Centennial Celebration." Journal of Interdisciplinary Teacher Leadership 2, no. 2 (July 1, 2017): 11–16. http://dx.doi.org/10.46767/kfp.2016-0015.
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A pilot program was developed for middle school (grades 6-8) educators and students to apply NASA real-world problems to classroom concepts as part of NASA Langley Research Center’s (LaRC) Centennial Celebration through the use of digital badges. Three sets of digital badges were developed on three of NASA’s main missions: Earth Science, Aeronautics, and Journey to Mars. Each digital badge offers a total of 5 hours of professional development for educators and 2 hours of activities for students. These digital badges have introduced educators to NASA Langley Research Center’s missions and 100thanniversary. Online discussion sessions, a requirement for these badges, has attracted educators new to the digital badge concepts. The LaRC Centennial badges provide a forum through which educators can learn about this new format of professional development. Educators report that these badges are worth their time and effort as part of their professional development. LaRC looks forward to building new badges in the future to expand beyond middle school across the K-12 continuum.
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Juyoung Mun and Youngjoon Shin. "The Effect of Science-centered STEAM Program on Science Positive Experience: Focused on the "Earth and Moon" Unit In Elementary School Science." Journal of Science Education 42, no. 2 (August 2018): 214–29. http://dx.doi.org/10.21796/jse.2018.42.2.214.
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Huarachi Coaquira, Luis Ferguson, and Luis Fernando Llanos Zavalaga. "Análisis de tiempos del Proceso de Pago del Programa Nacional de Alimentación Escolar (PNAE) Qali Warma en la sede principal en 2015." Revista en Gobierno y Gestión Pública 8, no. 2 (December 30, 2021): 140–52. http://dx.doi.org/10.24265/iggp.2021.v8n2.08.
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Muega- Geronimo, Vilma. "Assessing Teachers’ Self-Efficacy Beliefs Using Bandura’s Scale." Research Journal of Education, no. 73 (September 18, 2021): 150–55. http://dx.doi.org/10.32861/rje.73.150.155.
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The study aimed to assess the level of teacher’s self-efficacy belief as input to faculty development plan based on Bandura’s instrument. Mean and ranking were utilized to determine the Teachers’ Self- efficacy level. The results show that faculty members have higher efficacy in terms of discipline, instruction, create a positive school climate. Meanwhile, low efficacy in terms of influence in school resources, enlist parental and community involvement, and influencing decision making in the University. Generally, it indicates that faculty members need to enhance their self-efficacy belief in some aspects. It is suggested to include a plan as part of the faculty development program to enhance the teachers’ self-efficacy level particularly on decision making, community involvement, getting school resources, and parental involvement.
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Yastıbaş, Ahmet Erdost. "An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 50–65. http://dx.doi.org/10.2478/atd-2020-0020.
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AbstractIntroduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in terms of the Anthropocene in Turkey.Methods: The present study was designed as a qualitative study. The data collection tools were the new ELTP for lower secondary school and the 5th, 6th, 7th, and 8th-grade English language course books prepared according to the new program. The data were analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy.Results: The documentation analysis of the data has showed that there are six themes related to the nature in the new ELTP for lower secondary school: theme 9 (the animal shelter) in the 5th grade; themes 4 (weather and emotions) and 9 (saving the planet) in the 6th grade; themes 4 (wild animals) and 9 (environment) in the 7th grade; theme 10 (natural forces) in the 8th grade. The learning outcomes and language skills of each theme were prepared according to the contents of the themes. Theme 9 in the 5th grade shows how human activities can affect the environment positively. Theme 4 in the 6th grade indicates how the environment can affect people. The rest demonstrate how human activities have affected the nature negatively and how people can save the nature.Discussion: Theme 9 (saving the planet) in the 6th grade, themes 4 (wild animals) and 9 (environment) in the 7th grade, and theme 10 (natural forces) in the 8th grade explain how several environmental issues have occurred owing to human activities, how these issues have affected the nature and human lives negatively, and how people can deal with these issues. Theme 9 (the animal shelter) in the 5th grade informs students about how human activities can affect the nature positively, and theme 4 (weather and emotions) in the 6th grade about how the environment can affect people. Through these themes, the new ELTP for lower secondary school can enable English language students to understand that people are a part of the nature, have the power to change the environment, and can live with the environment in balance.Limitations: The curriculum evaluation is only related to the new ELTP for lower secondary school (5th, 6th, 7th, and 8th grades) in Turkey.Conclusion: The Anthropocentric evaluation of the new ELTP for lower secondary school has shown that it can raise English language students’ awareness of the relationship between people and the nature and their effects on each other.
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Yastıbaş, Ahmet Erdost. "An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 50–65. http://dx.doi.org/10.2478/atd-2020-0020.
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Abstract Introduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in terms of the Anthropocene in Turkey. Methods: The present study was designed as a qualitative study. The data collection tools were the new ELTP for lower secondary school and the 5th, 6th, 7th, and 8th-grade English language course books prepared according to the new program. The data were analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy. Results: The documentation analysis of the data has showed that there are six themes related to the nature in the new ELTP for lower secondary school: theme 9 (the animal shelter) in the 5th grade; themes 4 (weather and emotions) and 9 (saving the planet) in the 6th grade; themes 4 (wild animals) and 9 (environment) in the 7th grade; theme 10 (natural forces) in the 8th grade. The learning outcomes and language skills of each theme were prepared according to the contents of the themes. Theme 9 in the 5th grade shows how human activities can affect the environment positively. Theme 4 in the 6th grade indicates how the environment can affect people. The rest demonstrate how human activities have affected the nature negatively and how people can save the nature. Discussion: Theme 9 (saving the planet) in the 6th grade, themes 4 (wild animals) and 9 (environment) in the 7th grade, and theme 10 (natural forces) in the 8th grade explain how several environmental issues have occurred owing to human activities, how these issues have affected the nature and human lives negatively, and how people can deal with these issues. Theme 9 (the animal shelter) in the 5th grade informs students about how human activities can affect the nature positively, and theme 4 (weather and emotions) in the 6th grade about how the environment can affect people. Through these themes, the new ELTP for lower secondary school can enable English language students to understand that people are a part of the nature, have the power to change the environment, and can live with the environment in balance. Limitations: The curriculum evaluation is only related to the new ELTP for lower secondary school (5th, 6th, 7th, and 8th grades) in Turkey. Conclusion: The Anthropocentric evaluation of the new ELTP for lower secondary school has shown that it can raise English language students’ awareness of the relationship between people and the nature and their effects on each other.
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Warren, Louis L. "Developing Advocacy in Teacher Leadership." Journal of Interdisciplinary Teacher Leadership 2, no. 2 (July 1, 2017): 11–16. http://dx.doi.org/10.46767/kfp.2016-0014.
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A pilot program was developed for middle school (grades 6-8) educators and students to apply NASA real-world problems to classroom concepts as part of NASA Langley Research Center’s (LaRC) Centennial Celebration through the use of digital badges. Three sets of digital badges were developed on three of NASA’s main missions: Earth Science, Aeronautics, and Journey to Mars. Each digital badge offers a total of 5 hours of professional development for educators and 2 hours of activities for students. These digital badges have introduced educators to NASA Langley Research Center’s missions and 100thanniversary. Online discussion sessions, a requirement for these badges, has attracted educators new to the digital badge concepts. The LaRC Centennial badges provide a forum through which educators can learn about this new format of professional development. Educators report that these badges are worth their time and effort as part of their professional development. LaRC looks forward to building new badges in the future to expand beyond middle school across the K-12 continuum.
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Han, Shin, Jinwoo Jeong, and Sophia Jeong. "The development and application of SMART Teaching-Learning Program about the unit of 'Earth and Moon' in the 5th grade of elementary school." Journal of the Korean society of earth science education 8, no. 1 (April 30, 2015): 76–86. http://dx.doi.org/10.15523/jksese.2015.8.1.76.
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Kelter, Paul B., William E. Snyder, and Constance S. Buchar. "Using NASA and the space program to help high school and college students learn chemistry. Part I. The shuttle and our living earth." Journal of Chemical Education 64, no. 1 (January 1987): 60. http://dx.doi.org/10.1021/ed064p60.
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Rahmani, Eka Fajar. "Teaching Practice during the Pandemic Outbreak: Perceptions of Pre-Service English Teachers." IJEE (Indonesian Journal of English Education) 1, no. 1 (June 29, 2021): 40–56. http://dx.doi.org/10.15408/ijee.v1i1.19890.
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ABSTRACTCurrent studies report that a teaching practice program is important for pre-service teachers of English in providing real teaching experiences at school. However, since the Covid-19 outbreak, all school activities are transferred to online delivery mode, which led to teaching practice implementation to be conducted online. This transference must cause pre-service teachers to have different teaching practice experiences. Therefore, the study aims to discover pre-service teachers' perceptions regarding their teaching practice experience during the pandemic. This research was conducted to 114 seventh-semester students of the English Education Department of FKIP Pontianak. The methodology was a mixed-method where the quantitative procedure was first done, followed by the qualitative procedure. The data were gathered through questionnaires and interviews. The results indicated that the online teaching practice program brought various experiences resulting in “satisfying” and “unsatisfying” perceptions. In detail, more than 50% of participants agreed that despite the challenging situations they faced during the practice, they found the online teaching practice program beneficial, especially in providing broad teaching insights and experience. Hence, despite limitations to its ways of implementation, teaching practice program tends to shape positive teaching mindset and attitudes for pre-service teachers. ABSTRAKStudi saat ini melaporkan bahwa program praktik mengajar penting bagi calon guru Bahasa Inggris dalam memberikan pengalaman mengajar yang nyata di sekolah. Namun, sejak merebaknya wabah Covid-19, seluruh kegiatan sekolah dialihkan secara online, sehingga pelaksanaan praktik mengajar dilakukan secara online. Pemindahan ini harus menyebabkan para calon guru memiliki pengalaman praktik mengajar yang berbeda. Oleh karena itu, penelitian ini bertujuan untuk mengetahui persepsi calon guru tentang pengalaman praktik mengajar mereka selama pandemi. Penelitian ini dilakukan terhadap 114 mahasiswa semester tujuh pada Jurusan Pendidikan Bahasa Inggris FKIP Pontianak. Metodolog yang digunakan adalah metode penelitian campuran di mana prosedur kuantitatif dilakukan pertama kali, diikuti oleh prosedur kualitatif. Pengumpulan data dilakukan melalui kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa program praktik mengajar online memberi berbagai pengalaman yang menghasilkan persepsi “memuaskan” atau “tidak memuaskan”. Secara rinci, lebih dari 50% peserta setuju bahwa meskipun menghadapi situasi menantang selama praktik, mereka menemukan program praktik mengajar online bermanfaat, terutama dalam memberikan wawasan dan pengalaman mengajar yang luas. Oleh karena itu, dapat disimpulkan bahwa terlepas dari cara pelaksanaannya, program praktik mengajar selalu membentuk pola pikir dan sikap mengajar yang positif kepada guru prajabatan.
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Stegariu, Vlad-Ionuț, Vlad Alexandru Muntian, and Florentina Petruța Martinaș. "Study on the Evolution of Anthropometric Indices in Primary School Students." GYMNASIUM XXI, no. 1 (Supplement) (June 30, 2020): 5. http://dx.doi.org/10.29081/gsjesh.2020.21.1s.01.
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In the antepubertal period, motor skills are influenced by the growth and development processes that the child goes through, the entire biomotor potential entering a continuous adaptive process. In this period, the role of physical education and sports is an essential one in the harmonious physical development of the individual but also in the optimization of his biological potential. The purpose of this study is to observe the qualitative evolution of the anthropometric indices of primary school students. We consider that between the values of the body mass index and the proportionality index there are no statistically significant differences between female and male subjects in the studied group. To calculate the two anthropometric indices, body mass index and Adrian Ionescu proportionality index, the following measurements were performed: waist, bust and weight. The results were processed and analyzed using the program IBM SPSS Statistics, using the T test and the Pearson correlation index.
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Hrushytska, Iryna. "Vitaly Grigorevsky’s Contribution to the Development of International Cooperation in Photometric Studies of Artificial Earth Satellites." Acta Baltica Historiae et Philosophiae Scientiarum 8, no. 2 (December 10, 2020): 115–27. http://dx.doi.org/10.11590/abhps.2020.2.07.
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This article highlights the participation of the Ukrainian scientist, Professor Vitaly Mikhailovich Grigorevsky, doctor of physical and mathematical sciences, and representative of the scientific school of Vladimir Platonovich Tsesevich, in the organization and development of international cooperative partnership in the field of satellite astronomy and photometric studies of artificial satellites of the Earth. The activity of the scientist in the coordination of scientific research of the countries of Eastern Europe in 1965–1973 under the SPIN program, carried out under the auspices of the Astronomical Council of the USSR Academy of Sciences, is discussed. The article explores the main forms of Grigorevsky’s scientific cooperation with the world’s leading experts in the field of satellite astronomy—the British scientist Desmond King-Hele, the Czech astronomer František Link, Hungarian researchers Iván Almár and D. Toth, and others. Also, the achievements of the Latvian researchers Māris Ābele and Kasimirs Lapushka in the creation of photographic cameras of surveillance of satellites are analysed.
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Hamada, Mayumi. "Development of "information provision support program on breastfeeding" built from experience." Impact 2021, no. 5 (June 7, 2021): 62–63. http://dx.doi.org/10.21820/23987073.2021.5.62.
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Breastfeeding can prove challenging for new mothers and, unfortunately, many women are not well informed about the difficulties they may experience, which means that they may not be adequately prepared to deal with them. In addition, the portrayal of breastfeeding as highly beneficial and a beautiful experience can make new mothers feel pressured and lead to frustration and disappointment if things don't go smoothly. Dr Mayumi Hamada, Department of Maternity Nursing, The Jikei University School of Nursing, Japan, is passionate about supporting women as they make their transition into motherhood. In 2018, it was reported that suicide is the most common cause of maternal death in Japan, and a key focus for Hamada is on breastfeeding and the struggles women may have with it as a factor in suicide risk. In her current work she is building on a previous analysis that looked at how breastfeeding is talked about with mothers who generally followed the normal breastfeeding period. This previous research highlighted a need for healthcare professionals to address breastfeeding uncertainties and develop support. Therefore, Hamada will work with women to elucidate the challenges and feelings they experience from birth to weaning and the researchers will use their findings to work with midwives to improve the information and support women receive before giving birth.
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HARDAL, Barış, and Bahar GÜDEK. "THE EFFECT OF MUSIC TECHNOLOGY APPLICATIONS ON SUCCES IN MUSICAL HEARING READING AND WRITING TEACHING." IEDSR Association 6, no. 12 (March 29, 2021): 41–56. http://dx.doi.org/10.46872/pj.272.
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This research aims to determine whether the use of music technology applications (Perfect Ear Mobile Application) in Musical Hearing Reading Writing (MIOY) has an effect on students' success and to contribute to the efficiency of MIOI courses in line with the results and suggestions obtained. The 12th grade students (N = 30) who have taken MIO in 2017-2018 Education Year constitute the study group of Çorum Fine Arts High School Music Education Department. “Academic Achievement Test” developed by the researcher were used as data collection tool. Expert opinions were taken for the validity of this test, which was developed to measure the students' success. The students were given academic achievement test before and after the application. The data were analyzed by using SPSS 20.0 statistical package program. As a result of these extra-curricular practices, which were supplemented to the curriculum for 8 weeks, the success of the students who participated in the program increased. In addition, the students have seen that their success has been improved and they found that they found the practice positive, enjoyable and developer. In this context, it is possible to say that the applications increased the efficiency and success of the MIOY courses conducted in the Music Department of Corum Fine Arts High School.