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1
McGlinn, Jeanne M., Laurie B. Calvert, and Pauline S. Johnson. "University-School Connection: A Reading Circle for Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 77, no. 2 (November 2003): 44–49. http://dx.doi.org/10.1080/00098650309601227.
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Huang, Ning. "The Application of Online Literature Circle in English Reading Teaching in Chinese Vocational Colleges." Advances in Social Science and Culture 5, no. 3 (July 28, 2023): p45. http://dx.doi.org/10.22158/assc.v5n3p45.
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Reading teaching plays a crucial role in vocational college English. The ability to read proficiently has a significant impact on students’ English performance. For a long time, cultivating students’ reading ability is one of the important goals of English teaching. However, students in vocational colleges often struggle with their reading skills, as well as their cognitive abilities, cultural awareness, and learning capabilities. Through the exploration of literary reading, it has been discovered that the reading teaching mode of Literature Circle aligns well with the objectives of English reading teaching in vocational colleges. Based on this, the author conducted an in-depth investigation into the application of the online Literature Circle mode in English reading teaching and its impact on students’ reading and learning abilities. This paper outlines the process of integrating the online Literature Circle mode into English reading teaching, and discusses its effects on students’ reading and learning abilities. Experimental results have demonstrated that the Literature Circle teaching mode can enhance students’ reading skills and learning capabilities. This research further enriches the Literature Circle teaching mode and provides valuable insights for front-line teachers in English reading teaching in vocational colleges.
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Sumara, Dennis J. "A Topography of Reading." English Education 29, no. 4 (December 1, 1997): 227–45. http://dx.doi.org/10.58680/ee19973717.
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Attempts to represent the complexity of the web of literary relationships and their transformational space using fragmentary texts that circle around the novel "The English Patient": self as relationship and the dialogic engagement with a book by the patient himself; and the relationship and engagement with this book and with each other of a group of five teachers reading it.
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Zafar, Tehmina, Muhammad Arfan Lodhi, and Shamaila Iqbal. "Teaching English reading skills through Oxford Reading Circle (ORC) textbook among ESL learners of grade 8." International Journal of Childhood, Counselling and Special Education 2, no. 2 (June 2021): 85–102. http://dx.doi.org/10.31559/ccse2021.2.2.2.
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Reading skills though considered passive skill but play significant role in developing speaking and other skills among ESL learners. However, in the developmental process of reading skills, researchers have investigated the reading barriers that affect the learners’ reading comprehension. Most specifically, the lack of using effective reading teaching strategies for the enhancement of reading skills are common in early age students. Therefore, this study validates the significance of reading skills, investigates reading hurdles, examines the reading strategies used by teachers, and manipulates the role of the Oxford Reading Circle book grade 8 in the development and enhancement of reading proficiency among ESL learners. The experimental design is applied for this research on randomly selected 50 students. Furthermore, descriptive framework was adopted to obtain teachers’ perspectives about the textbook used as treatment in the experimental phase. The research tools developed for this study were questionnaires and tests. The obtained data was analyzed by using descriptive statistics technique and paired sample t-test in SPSS. The findings of current study demonstrate the importance of reading skills for ESL learners; explore the reading hurdles that learners have to face and determine the significant role of ORC book grade 8 on the enhancement of reading skills. The findings recommended that the teachers and English teaching contents both play crucial role in developing reading proficiency of ESL learners. It is also suggested that teachers should make use of effective pedagogical practices to develop reading skills habits and enhance reading proficiency among ESL learners.
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Daniels, Harvey. "The Literature Circle: Literature Circles and the Election of 2004." Voices from the Middle 12, no. 1 (September 1, 2004): 52–53. http://dx.doi.org/10.58680/vm20044662.
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Daniels highlights flaws in the thinking behind No Child Left Behind and conclusions from the 2000 report from the National Reading Panel, urging teachers to consider stands on education when choosing candidates at the polls this fall.
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Dibekulu, Dawit. "Teachers’ Perception and Practice of Using Literary Texts to Teach Reading Skills: The Case of Some Selected Schools in Akaki Kality Sub-City, Addis Ababa." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 4, no. 2 (November 9, 2022): 98–115. http://dx.doi.org/10.37742/jela.v4i2.80.
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¬This study aimed to assess the correlation between teachers’ perception and practice in using literary texts to teach reading skills in case of Ethio-national school, School of Indiana and Seattle academy in Addis Ababa. For this study, correlation design and both quantitative and qualitative data analyses approaches were employed. The samples were 43 teachers selected using comprehensive sampling. Questionnaire, classroom observation and focus group discussion were data collection tools. Both descriptive (frequency and percentage) and inferential statistics (Pearson correlation) were used to analyze the quantitative data and thematic narration for qualitative. The findings of the study revealed that most of the respondents perceived using literary texts in teaching reading positively. In spite of their good perceptions, their practices of using literary texts in teaching reading were infrequent. The relationship between teachers’ perception and their actual practices were positively correlated but the degree of their correlation was weak. Thus, it is possible to recommend that teachers should use all literary materials included in the text to teach reading skill.
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Lima, Christina. "Readers’ interactions in an online reading group." Language and Literacy 19, no. 4 (October 31, 2017): 129. http://dx.doi.org/10.20360/g21d4f.
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This study is an investigation of readers’ posts to an online discussion forum devoted to the discussion of short stories and poems. It was conducted in an online reading group, which is an electronic version of a face-to-face reading circle. The ELT Online Reading Group (ORG) aimed at promoting the development of reading skills and the reading of literature among teachers, trainee teachers and other professionals in the field of English language teaching (ELT). This paper focuses on the multi-layered relationships between readers in the group by looking at the distinctive features of participants’ posts. Results suggest that there is a dialogical orientation in the communicative strategies participants employ in the forum and that factors that contribute to successful discussions include the selection of texts, a range of different opinions in the group, and the diversity of background contexts and information that participants brought to the discussions.
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Pervova, Galina. "School of self-education reading as a mean of training teacher for professional activities." Tambov University Review. Series: Humanities, no. 182 (2019): 14–20. http://dx.doi.org/10.20310/1810-0201-2019-24-182-14-20.
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At the Derzhavin Tambov State University, on the basis of which the regional branch of the Russian Reading Association was opened (the head of the local branch is Doctor of Sociology, professor of Derzhavin Tambov State University N.A. Stefanovskaya), relevant project “School of self-education reading” has been implemented for several years. Classes at this school are a necessity for all university employees: the project meets the needs of students’ academic work, research and pedagogical practice of graduate students and teachers, as well as intellectual amateur inquiries in the acquisition of cognitive and fiction literature for everyone who wants to improve reading skills. We disclose the experience of organizing work with student readers at the Theory and Methods of Pre-School and Elementary Education Department of Derzhavin Tambov State University. We reveal means and methods of reading activity of future teachers, the issues of reading circle formation and reader’s interests. We pay particular attention to the study of the motivation development of children and teenagers to read, which is one of the main skills of the future teacher. We name the sources of modern literary education of students and their teachers. The conclusions of the article are related to the transformation of educational reading into the process of improving the reading culture at all levels of reading.
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Fenton, Michele. "A Light in the Circle City: A History of Public Library Services to African Americans in Indianapolis, Indiana." Libraries: Culture, History, and Society 6, no. 2 (September 1, 2022): 258–77. http://dx.doi.org/10.5325/libraries.6.2.0258.
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ABSTRACT This article focuses on the history of public library services to African Americans in Indianapolis, Indiana. Early efforts in establishing libraries for African Americans include a deposit station placed by the Indianapolis Public Library in 1919 at the Flanner Guild Settlement, a social services agency for African Americans. It was not until 1922 that a branch for African Americans, the Paul Laurence Dunbar Branch, was established by the Indianapolis Public Library. The Dunbar Branch’s success spurred the creation of two additional African American branches, the George Washington Carver Branch and the Crispus Attucks Branch. At a combined operational history of fifty-two years, these three branches were instrumental in fostering a love for reading and an appreciation for literature in Indianapolis’s African American community.
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Sharif, Siti Rohaya, Charanjit Kaur Swaran Singh, Eng Tek Ong, Dodi Mulyadi, Llmi Zajuli Ichsan, Henita Rahmayanti, and Tee Tze Kiong. "The use of i-THINK Mapping in teaching reading comprehension among ESL teachers." Studies in English Language and Education 10, no. 1 (January 31, 2023): 78–95. http://dx.doi.org/10.24815/siele.v10i1.24271.
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This study investigated the use of i-THINK Mapping in teaching reading comprehension by ESL teachers to a group of Form Five students, and the factors and challenges the ESL teachers faced in teaching reading comprehension using i-THINK Mapping. A qualitative approach, specifically a case study design, was employed in this study. Classroom observations, semi-structured interviews, and document analysis of their lesson plans were used to collect the data. Four ESL teachers with a minimum of 5-year teaching experience in a rural secondary school in Hulu Selangor, Malaysia, were selected using a purposive sampling technique to participate in this study. Thematic analysis was used to analyse the data obtained from classroom observations and interviews. The findings show that the teachers had applied five i-THINK maps, including a Circle Map to define in context, a Bubble Map to describe, a Double Bubble Map to compare and contrast, a Flow Map to show the sequence of an event, and a Tree Map to classify different ideas. The i-THINK Mapping motivated the students to discuss, brainstorm, and cooperate with their peers to detect the details from the given reading texts. The teachers’ challenges include the time constraints in preparing the lesson with i-THINK Mapping and a low level of student English proficiency. One implication of this study is that teachers’ use of i-THINK Mapping to teach reading comprehension could assist students in generating ideas, expanding ideas, and expressing them orally.
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McClanahan, Barbara J. "Experiencing Historical Fiction Graphic Novels to Teach Social Studies." Study & Scrutiny: Research on Young Adult Literature 5, no. 2 (July 1, 2022): 95–119. http://dx.doi.org/10.15763/issn.2376-5275.2022.5.2.95-119.
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A small study was conducted to determine how preservice teachers in a social studies methods class responded to reading an historical fiction graphic novel in an in-class literature circle followed by an authentication project. Role/task sheets, reading journals, and one-on-one interviews provided data. Analysis showed that all participants were successful at some level in navigating the unique aspects of the graphic novel and all felt the graphic novel experience could be successfully translated to their classrooms. Results also suggested that participants with prior experience with graphic novels appeared to have a more positive experience with the project.
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Nurbayeva, D. M., Zh M. Nurmukhamedova, S. Yeraliyev, and B. M. Kossanov. "ABOUT DEVELOPMENT OF STUDENTS ' THINKING WHEN SOLVING TRIGONOMETRIC EQUATIONS AND INEQUALITIES IN THE SCHOOL ALGEBRA COURSE." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 138–43. http://dx.doi.org/10.51889/2020-1.1728-7901.23.
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The article deals with solutions of trigonometric inequalities using the unit circle. Specific examples show its application for all trigonometric functions, namely sinus, cosine, tangent and cotangent. An explanation of how to correctly define the period for solving inequalities is also provided. Before analyzing the solution to trigonometric inequalities, the authors present the solution of trigonometric equations according to the formula, but his roots are depicted on the unit circle, where detailed explanation of the record of solutions of this equation. The pictures in the article demonstrate the images that should be presented by the teacher on the blackboard when solving trigonometric inequalities. The article is written in an accessible language, when reading which the unit circle method will be understandable not only to current teachers, but also to students of Junior courses of pedagogical universities.
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Guanio-Uluru, Lykke. "Education for Sustainability: Developing Ecocritical Literature Circles in the Student Teacher Classroom." Discourse and Communication for Sustainable Education 10, no. 1 (June 1, 2019): 5–19. http://dx.doi.org/10.2478/dcse-2019-0002.
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Abstract How can student-teachers learn efficient ways to encourage sustainability thinking in their pupils and fulfil the competence aims on sustainability outlined in national subject curriculums as a response to UNESCO’s programme on Education for Sustainable Development, ESD? The core hypothesis of this project was that tailored literature circles, focused on the ecocritical aspects of literary texts, would make student-teachers aware of how they can use literature as a process to reflect on sustainability. This would enable them to incorporate sustainability thinking into their own teaching practices. The project’s tailoring of the standard literature circle roles (Daniels 1994, 2002, 2006) involved the design of reading roles that highlighted ecocritical and generic aspects of the studied texts and the application of an analytical matrix developed by literary scholars researching the representation of nature in children’s and young adult literature. This article presents the results of a small-scale study testing the ecocritical literature circles approach and its impact on student-teachers’ conception of their own ability to meet the competence aims on sustainability in their teaching. The intervention included lectures on ecocriticism and on the posthuman debate prior to the literature circles and student feedback through pre- and post-circle questionnaires. It was implemented in the teacher-training classroom, working with dystopian science fiction texts for young adults. These texts present the reader with visions of the future. The study showed that the ecocritical literature circles, and in particular the ecocritical reading roles, were considered useful by the participating student-teachers. The participants also reported a significant increase in confidence relative to their own ability to discuss sustainability issues with their pupils.
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Inawati. "Peningkatan Aktivitas Belajar Dan Kemampuan Membaca Teks Eksplanasi Melalui Model Inside Outside Circle Siswa Kelas VIII-F SMP Negeri 1 Mojoanyar." Discovery : Jurnal Ilmu Pengetahuan 5, no. 2 (October 18, 2020): 101–8. http://dx.doi.org/10.33752/discovery.v5i2.1001.
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Abstract: Reading ability of explanation text of grade VIII SMP students did not fulfill the MMC. The students were less enthusiastic in reading comprehension. Moreover, the learning method was still fetched up all standing in lecturing method. The students were passive, they just listened to what the teacher delivered. This fact encouraged teachers to develop the learning methods which stimulated students’ interest in reading explanation text. The researcher made serious effort to apply the Inside Outside Circle learning model. The aim was to improve learning activities and reading ability of explanation text. The object of this research was the eighth grade students of SMP Negeri 1 Mojoanyar Mojokerto. The method in this study used two cycles, each cycle consisting of four stages, namely planning, implementing, observing, and reflecting. The research instrument used tests and non-tests. The results of the study in the Inside Outside Cicle model were: (1) the average level of learning activity was 60.00% (quite active category), to 86.88% (active category), an increase of 26.88%, (2) the average value -The class average of 72.53 becomes 77.69, an increase of 7.57%, (3) students whose grades are low, there is an increase in the value of 30.43%, (4) the number of students who achieve very good reading skills increases by 3.13%, ( 5) completeness of student learning increased 21.88%. From this, it can be seen that there is an increase in student learning activities from being less active in reading to being more active. Meanwhile, the increase in reading skills can be seen from the increase of test scores. Thus the application of the Inside Outside Circle learning model can improve learning activities and reading ability of Explanation text.
Keywords : Learning activities,Reading ability of Explanation Text, Inside Outside Circle Learning Model
Abstrak: Kemampuan membaca teks Eksplanasi siswa SMP kelas VIII belum memenuhi KKM. Siswa kurang bergairah dalam membaca pemahaman . Apalagi metode pembelajaran masih terpaku metode ceramah. Siswa bersikap pasif , hanya mendengarkan yang disampaikan guru. Kenyataan ini mendorong guru mengembangkan metode pembelajaran yang dapat merangsang siswa tertarik membaca Teks Eksplanasi. Penulis berupaya menerapkan model pembelajaran Inside Outside Circle. Tujuannya adalah untuk meningkatkan aktivitas belajar dan kemampuan membaca teks Eksplanasi. Objek penelitian ini adalah siswa kelas VIII SMP Negeri 1 Mojoanyar Mojokerto. Metode dalam penelitian ini menggunakan dua siklus, masing-masing siklus terdiri empat tahap yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Instrumen penelitian menggunakan tes dan nontes. Hasil penelitian pembelajaran model Inside Outside Cicle : (1) rata-rata tingkat aktivitas belajar sebesar 60,00% (kategori cukup aktif), menjadi 86,88% (kategori aktif), terjadi kenaikan 26,88%, (2) nilai rata-rata kelas 72,53 menjadi 77,69 naik 7,57% ,(3) siswa yang nilainya rendah , ada peningkatan nilai 30,43%,(4) jumlah siswa yang meraih kemampuan membaca amat baik meningkat 3,13% ,(5) ketuntasan belajar siswa meningkat sebesar 21,88%. Dari sini terlihat adanya peningkatan aktivitas belajar siswa dari yang kurang aktif membaca menjadi lebih aktif. Sedangkan dalam peningkatan kemampuan membaca terlihat dari meningkatnya nilai ulangan. Dengan demikian penerapan model pembelajaran Inside Outside Circle dapat meningkatkan aktivitas belajar dan kemampuan membaca teks Eksplanasi.
Kata kunci : Aktivitas belajar, Kemampuan Membaca Teks Eksplanasi, Model Pembelajaran Inside Outside Circle.
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Bilavych, Halyna, Maria Bagriy, Tetiana Klubochkina, Mykola Pantyuk, and Borys Savchuk. "PEDAGOGICAL CONDITIONS FOR THE FORMATION OF READING CULTURE OF EDUCATION SEEKERS IN UKRAINIAN AND GLOBAL PRACTICE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 22, 2024): 328–41. http://dx.doi.org/10.17770/sie2024vol1.7819.
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The aim of the article is to consider the formation of reading culture as an important pedagogical problem of today in the context of domestic and global problems of the development of students’ reading literacy, to single out the pedagogical conditions for the formation of the reading culture of an individual. Ukrainian and foreign scientists, teachers, and common people emphasize the crisis of children's reading: children and youth do not have a developed interest in this field of study, there is no motivation to read. This is a global trend. Pedagogical conditions for the formation of the reading culture of an individual are highlighted: from the teacher's point of view, this is high-quality preparation for teaching schoolchildren to read, mastery of a high level of reading culture, reading practice, children's reading circle; students believe that this is the activation of independent reading activity aimed at the development of abilities, interest in literature, improvement of knowledge, reading abilities and skills, active reading activity; parents think that it is the possession of reading culture, interest in reading, desire to ensure that fiction books do not lose their educational role among children, so that the great spiritual potential of fiction does not remain outside their attention, etc.
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Chelyukanova, Olga Nikolaevna, and Natalia Evgenievna Titkova. "Multi-aspect potential of project activities in the university (based on the innovative platform project material)." SHS Web of Conferences 121 (2021): 02012. http://dx.doi.org/10.1051/shsconf/202112102012.
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The article discusses the methodology of work on the project of the “Revival of traditions of family reading in the modern spiritual education of children and youth” innovative platform, organized in the Arzamas branch of the SUNN. The project is a cumulative phenomenon that synthesizes the scientific and methodological experience of leading teachers, psychologists, and organizers of children’s reading, research scientists of children’s literature. The project involves scientists, teachers of educational institutions of different levels, students, children of different ages, and their parents in a wide joint creative activity. Particular attention in the development of this practice-oriented innovative project is paid to the activities of the student initiative group and its pedagogical effect. The educational strategy of the project contributes to the development of constructive critical thinking and is aimed at developing a wide range of professional competencies among students participating in the project: professional and pedagogical, communicative, general cultural, and informational. The article pays particular attention to the description of the complex of educational products and forms of methodological assistance to teachers and parents. In the process of implementing this project, the urgent needs of teachers and families participating in the project are met. Those include the acquisition of methodological experience in working with parents and children to popularize children’s literature and family reading; practical experience of working with a children’s book in a family circle; the acquisition of artistic reading and recitation skills by the project participants; the generalization and systematization of scientific and methodological experience in the field of children’s literature and family reading; family and creative literary communication; the introduction to the literary study of local lore. Literary and ethical-artistic questions are brought to spectators through theatrical communication.
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Mizuno, Kunitaro. "From Reading Books to Sharing Books: Going Beyond the Virtuous Circle of the Good Reader." Language Teacher 39, no. 3 (March 1, 2015): 16. http://dx.doi.org/10.37546/jalttlt39.2-3.
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The "virtuous circle of the good reader" (Nuttall, 2006, p.127) is considered the key to the success of extensive reading. Teachers make efforts to create the virtuous circle in the act of reading for each student. From the point of individual reading, this works well. From the point of designing a class where students learn collaboratively, the virtuous circle needs something extra. This paper would argue that from the perspective of self-determination theory, it is indispensable to incorporate dialogue with others into the virtuous circle. To implement the idea, the IRC (Interactive Reading Community) Project has been carried out. The results of student questionnaires are analyzed using reader-response theory to see the effect that "others" have. Also, from the perspective of "general education," how reading books in the IRC Project can foster learning culture (Dewey, 1989) is examined. 多読の授業を実践するうえで「読書の好循環 (Nuttall, 2005)」が鍵を握っていると考えられており、教師はそれを生み出すために様々な努力を重ねている。その好循環は、「個人」を単位とした読書活動の指針として有益である。しかし、授業を「他者との協同的な学びの実践」として捉えると、その好循環にプラスαが必要となる。本論は、その好循環に「他者との出会いと対話」が必要であることを、 Deci & Ryan (1996)の「自己決定理論」の観点から議論する。そして、「他者」のいる読書環境を教室とインターネット上に創出してきた IRC(Interactive Reading Community) Project を紹介する。その教育的効果をアンケート結果で示し、 2つの観点から考察する。1つは「読者反応理論」から、もう1つは「一般教育」の英語の授業において「教養 (Dewey, 1899)」を豊かにする観点から考察する。
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Romanicheva, E. S. "“A picture book” and its educational potential." Literature at School, no. 1, 2020 (2020): 96–107. http://dx.doi.org/10.31862/0130-3414-2020-1-96-107.
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The author has aimed at unleashing the educational potential of contemporary children’s and adolescent books and the possibilities of working with them in the class setting. The books (the ones mentioned in the research body are included in the first part of the bibliography) are inherently texts of a new nature, they suggest markedly different practices of working with them which allow to synthesize their verbal and visual components while reading them. For this very reason work with them should be included in the educational process – because while working like that a student will master close reading techniques, ways of checking one’s own understanding and will also fulfill creative tasks. Describing and analyzing the selected books, the author demonstrates which reading practices (reading with pauses, synthesizing a continuous and discontinuous text while reading, creative tasks based on the texts and others) are offered by the designer on the pages of the books and claims that mastering publishers’ strategies, if it becomes a professional goal, will considerably enlarge teachers’ methodological instrumentarium, will allow teachers to master new techniques of working with a multicode text and to include the former into the learning process. In the course of the research the author introduces and explains concepts that are new for the national methodology of teaching literature: text of a new nature, architecture of a book – and justifies the need for using them in the professional discourse. Generally, the article demonstrates the need for engaging ‘picture books’ at the lessons of literature as long as dealing with them will broaden the reading circle of a contemporary student and will prepare them for further independent reading of various texts and books.
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Maltsev, Yu N., and E. P. Petrov. "On Some Properties of a Quadrilateral Whose Vertices are Remarkable Points of the Triangle." Izvestiya of Altai State University, no. 4(126) (September 9, 2022): 123–27. http://dx.doi.org/10.14258/izvasu(2022)4-19.
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This article is devoted to the geometry of a triangle, in particular, to the study of the relative position of well-defined remarkable points of a non-isosceles triangle ABC, where H, I, G, O, N are the orthocenter of the triangle, the center of the inscribed circle, the center of gravity, the center of the circumscribed circle, respectively, and the Nagel point. We prove the following main results: the quadrilateral HNOI is a trapezoid whose diagonals intersect at the point G, HN is parallel to IO, HI is not parallel to NO, and angle HIO > 90°; in the trapezoid HNOI one of the angles is equal to 90° if and only if p2 = 2R2 + 10Rr - r2, wherep, r, R are respectively the semiperimeter, radii of the inscribed and circumscribed circles; necessary and sufficient conditions are found when a circle can be described near the trapezoid HNOI; a circle cannot be inscribed in the trapezoid HNOI; the trapezoid HNOI is not orthodiagonal; the area of the trapezoid HNOI is found, expressed in terms of the parameters p, r, R of the original triangle ABC. The results obtained in the article can be used when reading various courses in Olympiad mathematics, can be useful for high school students and teachers of gymnasiums with in-depth study of mathematics.
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Kamensky, A. M. "PUPIL SELF-READING AT SCHOOL AND AT HOME." Vestnik Orenburgskogo gosudarstvennogo universiteta 229 (2021): 40–46. http://dx.doi.org/10.25198/1814-6457-229-40.
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The study examines the issues of introducing a student to independent reading, the development of the need for reading, the ability to choose the right book, and make the appropriate necessary selection of literature. Theoretical research showed the reading preferences of a modern child, a change in the circle of his reading interests. There are approaches to reading on electronic media and in the traditional “paper” format. The interrelation of reading and the child's desire for his own literary creation, the implementation of other types of creative activity is traced. Despite the decline in reading culture, children began to pay much more attention to reading. Large reading projects have emerged, such as Successful Reading, Time to Read, Good Lyre, etc. A national program for the support and development of reading for 2018–2023, Reading Childhood, has appeared. The Good Lyre project was conceived in our basic lyceum No. 590 in St. Petersburg. The essence of the project is to organize a literary competition for professional writers and to involve students, teachers and parents as a public jury to evaluate the works sent to the competition. Its main task is to familiarize schoolchildren with meaningful reading of modern prose, promote their mastery of the technology of independent book selection, and develop the ability to conduct a discussion on what they have read. During the implementation of the project, reading affects the personal development of the student, the formation of his individuality, the stimulation of such processes as self-knowledge, self-determination, self-development, self-realization.
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Barashid, Majed. "Investigating the Critical Reading Skills for Saudi EFL Learners through Graphic Organizers Instructional Program." Frontiers in Education Technology 3, no. 4 (October 16, 2020): p30. http://dx.doi.org/10.22158/fet.v3n4p30.
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This study investigated the potential effect of a graphic organizers-based instructional program on Saudi EFL students’ critical reading skills. To this end, the researcher followed a quasi-experimental design. The sample of the study included 43 freshmen Saudi male students attending the Technology College of Al-Jouf. To carry out this study, the sample was divided into two groups. The first group, which consisted of 21 students, were assigned as the experimental group, while the second group, which consisted of 22 students, were assigned as the control group. The experimental group received treatment through a graphic organizers-based instructional program (i.e., Venn diagram, KWL chart, fishbone, concept mapping, and circle map) for eight weeks, whereas the control was taught using the more conventional method (i.e., using the teacher’s book). To collect the data, the researcher used a validated tool, viz. a pre- and post-tests which evaluate critical reading skills. The findings showed that the graphic organizers’ strategies contributed significantly towards the development of students’ critical reading skills. Based on these findings, the researchers recommended that EFL teachers should take graphic organizers into consideration when teaching reading skills. Further empirical studies on the effects that graphic organizers have on the critical reading skills of other levels of student in other regions of the Kingdom of Saudi Arabia are advised.
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Łockiewicz, Marta, and Martyna Matuszkiewicz. "Parents’ literacy skills, reading preferences, and the risk of dyslexia in Year 1 students." Polish Psychological Bulletin 47, no. 3 (September 1, 2016): 281–88. http://dx.doi.org/10.1515/ppb-2016-0034.
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Abstract The aim of our study was to examine the familial risk of dyslexia in Year 1 school beginners, whose parents had been diagnosed as dyslexic or exhibited symptoms of the specific difficulties in reading and writing without a formal opinion issued by a counselling centre. We found that both a dyslexia report and specific reading and writing difficulties with no formal diagnosis manifested by a family member, and parents’ reading preferences, predicted the risk of dyslexia in Year 1 children. Moreover, the children at familiar risk of dyslexia, as compared with their peers at no risk, later began to babble, were less apt at self-help and liked drawing less at the age of 2-3 years, and experienced more problems with drawing a circle at the age of 3. Additionally, during Year 1 of education, they performed poorer in fine motor skills, linguistic perception and sound deletion, visual functions and attention. Such symptoms can be observed by parents and teachers during the child’s play and educational activities. Early intervention can enhance the child’s readiness to school entry, and facilitate effective and satisfactory learning, increasing their further educational opportunities and the quality of life.
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Veremenko, Valentina, and Stanislav Stepanov. "HYGIENE OF CHILDREN’S AND YOUTH’S READING IN RUSSIA AT THE TURN OF THE 19TH — 20TH CENTURIES." Children's Readings: Studies in Children's Literature 22, no. 2 (2022): 132–44. http://dx.doi.org/10.31860/2304-5817-2022-2-22-132-144.
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The article examines the approaches to the theory and practice of children’s and adolescents' reading hygiene at the turn of the 19th—20th centuries. This material is considered in the context of the formation of school hygiene as a medical and pedagogical direction. The authors highlight the history of the issue, identify gaps in the study of the national history of reading hygiene, and problematize the definition of the concept of “reading hygiene”. On the basis of the study of professional speeches and publications of Naum Zak, Alexander Rammul, Alexander Alexandrovsky, Leo Burgenshtein the problems of reading, which specialists (medics and teachers) in the 1890s– 1910s considered key, are revealed. In addition to the printing design of publications, experts drew attention to the negative impact of books on the mental and psychosocial development of the individual and suggested protecting children from low-grade fiction and books with amorous and erotic content. The article describes the main sanitary and hygienic requirements for a textbook at that time: font parameters, number of lines, line spacing, paper quality, etc.; examples of educational books that do not meet the requirements of hygienists are given. It is shown what recommendations for preserving vision and preserving the health of children and youth were developed by the expert community of that time, and for which social circle they were designed.
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Khoiriyah, Masyitoh Fathonah, Nan Rahminawati, and Eko Surbiantoro. "Strategi Guru PAI dalam Meningkatkan Kemampuan Membaca Al-Qur’an Peserta Didik di SDIT Generasi Cendekia Kec. Wanasalam Kab. Lebak-Banten." Bandung Conference Series: Islamic Education 2, no. 2 (August 1, 2022): 577–85. http://dx.doi.org/10.29313/bcsied.v2i2.4036.
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Abstract. Reading the Qur'an with makhrajul letters according to the correct rules of tajwid science is an obligation for every Muslim. To teach tajwid science in the learning process can be done by islamic religious education teachers. The technique that Islamic Religious Education teachers can do this is to plan learning in reading the Qur'an to students. At SDIT Generasi Cendekia, activities to improve reading the Qur'an and memorization are contained in the educational curriculum and provide motivation for teachers in improving the quality of the Qur'ani generation. This study aims to; (1) The program of improving the reading of the Qur'an and memorization, namely the difficulty of reading the Qur'an to students, then with this there is an effort by the school and teachers to carry out the process learning is used to learn the Qur'an in schools and outside of school kbm as well. (2) The steps taken by Islamic Religious Education teachers in improving the reading ability of classes IV, V, and VI, namely first, opening learning with tadaradus together. Second, the teacher recites verses of the Qur'an and then the learners imitate them. Third, students are given motivation and reminded not to forget to memorize. Fourth, reading the do'a finishes the lesson. (3) The method used by the teacher of Islamic Religious Education Iqro Method', in that method the teacher carries out a learning process about recognizing the letter hijaiyah and its pronunciation according to the letter makhrajul. The Tallaqi method, by making a circle below so that students are closer, then the Islamic Religious Education teacher reads 5-10 verses in reading, then students imitate what is read. (4) Factors faced by Islamic Religious Education teachers, namely, the principal, the family environment, students, and facilities and infrastructure. As for the inhibiting factors, namely the lack of awareness of parents, as well as the feeling of laziness that hits students.
Abstrak. Membaca Al-Qur’an dengan makhrajul huruf sesuai kaidah ilmu tajwid yang benar merupakan kewajiban bagi setiap muslim. Untuk mengajarkan ilmu tajwid dalam proses pembelajaran dapat dilakukan oleh guru Pendidikan Agama Islam. Teknik yang bisa dilakukan guru PAI melakukan hal tersebut adalah dengan melakukan perencanaan pembelajaran dalam membaca Al-Qur’an terhadap peserta didik. Di SDIT Generasi Cendekia kegiatan peningkatan membaca Al-Qur’an serta hafalan tertuang dalam kurikulum pendidikan serta memberikan motivasi untuk para guru dalam meningkatkan kualitas generasi Qur’ani. Penelitian ini bertujuan untuk; (1) Program peningkatan membaca Al-Qur’an serta hafalan yakni adanya kesulitan membaca Al-Qur’an pada peserta didik, maka dengan hal tersebut adanya upaya pihak sekolah dan para guru untuk melakukan proses pembelajaran yang digunakan untuk belajar Al-Qur’an disekolah dan diluar KBM sekolah juga. (2) Langkah-langkah guru PAI dalam meningkatkan kemampuan membaca kelas IV, V, dan VI yakni pertama, membuka pembelajaran dengan tadaradus bersama. Kedua, guru membacakan ayat-ayat Al-Qur’an lalu peserta didik menirunya. Ketiga, peserta didik diberikan motivasi serta diingatkan untuk tidak lupa mnyetorkan hafalan. Keempat, membaca do’a selesai pelajaran. (3) Metode yang digunakan oleh guru PAI Metode Iqro', dalam metode itu guru melakukan proses pembelajaran tentang mengenali huruf hijaiyah dan pengucapannya sesuai dengan huruf makhrajul. Metode Tallaqi, dengan membuat lingkaran dibawah agar peserta didik agar lebih dekat, selanjutnya guru PAI membacakan 5-10 ayat dalam membaca, lalu peserta didik meniru apa yang dibacakan. (4) Faktor yang dihadapi guru PAI yakni, kepala sekolah, lingkungan keluarga, peserta didik, dan sarana dan prasarana. Sedangkan untuk faktor yang menghambat yakni minimnya kesadaran orang tua, serta rasa malas yang melanda peserta didik.
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Stites, Michele L., Hatice Gursoy, Aysegul Akinci Cosgun, and Susan Sonnenschein. "Preschool Classroom Libraries in Turkey: Are They Used to Support Early Mathematics Skills?" Education Sciences 12, no. 6 (June 3, 2022): 387. http://dx.doi.org/10.3390/educsci12060387.
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The two studies in this paper considered the use of the classroom library as a means of socializing mathematics development in Turkish preschoolers. Study 1 (n = 80) documented whether classes had a library, its contents, and whether/how teachers encouraged children to use the library. Study 2 (n = 47) investigated the teachers’ confidence in teaching mathematics and the means that they used. Both studies used online surveys that were distributed via social media sites. There were four noteworthy findings. One, the Turkish preschool teachers reported viewing mathematics instruction as important to the development of children and were confident in their abilities to teach their students mathematics. However, they relied upon their general knowledge of children and their general pedagogical knowledge, rather than on their knowledge of mathematics, to do so. Two, the preschool teachers in Turkey had classroom libraries that they encouraged their students to use by having a set library time each day and by modeling how to sit and read in the library. They also encouraged family involvement in reading. However, these classroom libraries had fewer mathematics books than other types of texts. Three, while libraries were consistently present in Turkish preschool classrooms, they were not seen as venues for children’s mathematics development. Four, preschool mathematics instruction in Turkey appears typically to use whole groups and explicit instruction, and particularly during circle time/the morning meeting.
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Bano, Sumera, Rana Muhammad Amir, Irfan Arshad, and Noor Muhammad. "A Study of Early Childhood Education and its Impact on Student Learning Skills: An Evidence from Tehsil Shorkot, Pakistan." Journal of Education and Social Studies 2, no. 3 (December 27, 2021): 83–89. http://dx.doi.org/10.52223/jess.20212303.
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Early childhood education covers the period from birth to six years. The area of the study was limited to primary school teaching classes. The study was conducted in Tehsil Shorkot. All primary school Teachers of Tehsil Shorkot were this study's population. The sample of the study was 20 schools which were selected by using the purposive sampling technique. The teachers were the study's respondents, six teachers from each school were taken as a sample, and 120 teachers were selected in this way. A well-structured questionnaire was used to collect the data, and the data were analyzed using SPSS. The study concluded that in early childhood education, students follow the discipline, and it plays an essential role in life coming after it. Students showed enthusiasm while reading and writing. Effect of early childhood education on students, which things in their surroundings are introduced to them. Students work with their friends and try to help them. Board was used to make different shapes. Data also revealed that weather charts used to memorize seasons name, a poster on health and hygienic food used to develop healthy clean habits, shape kit used to recognize different shapes like circle triangles, etc.; flashcards used to show various concepts of daily science. Helping visualizing ideas via AV aids and multimedia was a great strategy to make students' concepts very clear. About three-fourths of respondents said that colored pencils papers used for different activities. ECE rooms develop listening skills via other storybooks and playground equipment like skipping rope and climbing structures are used for exercise.
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Hagbe, Edwige Damaris. "The official EFL textbook in cameroonian technical schools and the needs of dressmaking students: an evaluation of interactions in English lère." Brazilian Journal of Science 2, no. 9 (April 22, 2023): 37–48. http://dx.doi.org/10.14295/bjs.v2i9.382.
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The present paper examines the contents of the Premiere textbook of EFL in order to find out if it fits the needs and interests of the students of the technical fields such as bespoke tailoring and dressmaking. Over the years, the indifference of technical students towards English has been a topical issue and still raises debates nowadays. The aim of this paper is to show that the existence of a single book for all Premiere classes can account for the lack of interest in English generally observed in technical schools. Emphasis is laid on the analysis of themes, the reading passages and the selection of pictures in Interactions in English Ière. In other words, this research attempts to show that the official textbook of English for francophone technical education is not tailored to the needs and interests of the learners. The research methodology consisted in reading and analysing the selected corpus in a bid to find out if its content pleases the intended audience made up of dressmaking students. The EFL students and teachers were also interviewed in order to probe their attitudes towards the selected English book. The paper ends with suggestions on how to improve on the English book for that specific set of students. The aim is to raise more awareness in the educational circle, create more motivation in the target learners and ameliorate their performances in English.
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Andang, Andang, Arnasari Merdekawati Hadi, and Ika Wirahmad. "Pengembangan Perangkat Pembelajaran Cooperative Integrated Reading And Composition Untuk Meningkatkan Pemahaman Geometri." AKSIOMA : Jurnal Matematika dan Pendidikan Matematika 9, no. 2 (December 21, 2018): 23–35. http://dx.doi.org/10.26877/aks.v9i2.2837.
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Mathematics is a universal science underlying the development of modern technology, has an important role in various disciplines and advance the human mind. Mathematics subjects in addition to having abstract nature it also requires a good understanding. In general at school, the teacher is still the center of the delivery of the material, the source of learning is the teacher’s handbook, concentrating toomuch on the exercise of solvin g a more procedural mechanistic problem rather than inculcating an understanding. The purpose of this research are 1) to produce learning device with cooperative integrated reading and composition in order to increase understanding of gemetry, and 2) know the student’s response to the learning device that has been developed. This type of research is research development with model ploomp. Subjek field trial includes 32 students of class VIII7 in SMPN 1 Bima city. Instrument research used consisted of validation sheet, observation sheet teaching implementation, student activity observation sheet, student’s response haunter, teacher research questionnaire, and concept comprehension test, result of product assesment is a RPP draft, LKS and student learning module by using quantitative and qualitative data analysis. Assessment used by finding the mean value of all aspect of prototypt assessment by validator 4,6 with qualitative criteria is very valid. Date student activity obtained score to idea of 98,84%. Avarage ability of teachers in learning process 4,26 and are in good category, more than 95% of students responded by saying interested and are interested in learning, and the understanding of geometry (circle) avarages is 85,43 with classical completeness equal to 87,09%. Key Word: Learning device, cooperative CIRC, understanding of geometry.
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Melenchuk, Olha. "Shevchenko Studies School of S. Smal-Stotskyi: Figures and Concepts (Kitsman-Kolomyia Center)." Академічний журнал "Слово і Час", no. 5 (May 29, 2019): 41–54. http://dx.doi.org/10.33608/0236-1477.2019.05.41-54.
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The paper offers an overview of the achievements of S. Smal-Stotskyi’s students in Shevchenko studies, which continued, to a greater or lesser extent, to explore and popularize the works of T. Shevchenko in the cultural space of Bukovyna and Pokuttia. The main accent is made on the Kitsman-Kolomyia center, where the early 20th century graduates of the Chernivtsi University lived and worked, O. Tsisyk, D. Nykolyshyn, M. Ravliuk, M. Kharzhevskyi, O. Kovbuz, B. Levytskyi being among them. They continued to develop the traditions originating from the seminar on Shevchenko studies conducted by S. Smal-Stotskyi.
Modern scholars recognize that in the second half of the 19th and early 20th centuries the Chernivtsi University was the leading educational institution in terms of contribution to Shevchenko studies. Students picked up the instructions of the professor S. Smal-Stotskyi and not only showed interest in the works by T. Shevchenko but also expressed their views in public, actively engaging in activities of the national movement that took place outside the university. The work within the circles continued profound reading of the Kobzar’s works, initiated at the university. The Circle of Kobzar Studies was one of them; it united university graduates who became teachers of Kitsman high school – Mykola Ravliuk, Omelian Tsisyk, Pavlo Diakiv, Oleksa Kovbuz, etc. The members of the circle continued collecting and analyzing the scholarly and critical material that might help in making comprehensive analysis of Shevchenko’s works. Such activity formed a good basis for teaching and inspiring students to explore Shevchenko’s legacy that was fundamental for shaping the national outlook and national consciousness of contemporary Ukrainians. However, the regular research of the works by T. Shevchenko also played an important role in the Kitsman-Kolomyia center. This direction was represented mainly by the works of D. Nykolyshyn and O. Tsisyk.
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Chumakova, Tatiana V. "The infosphere of theological schools of the Russian Empire in the 19th — early 20th century." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 38, no. 2 (2022): 264–74. http://dx.doi.org/10.21638/spbu17.2022.210.
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The article explores a field quite new for Russian religious studies: research into the infosphere of religious institutions. In our case, the term “infosphere” defines a totality of institutions and informational resources of various origin, as well as channels of research communications, including verbal communication, those providing the development of this infosphere. At that, we rely on works by one of the creators of contemporary philosophy of information Luciano Floridi, who built that neologism according to the pattern of the term “biosphere” and put it in the research circulation in the mid 1990s, in the context of studying the new informational reality. In this work, we consider a small segment of the research of infosphere: studying the infosphere of the Orthodox theological schools of the Russian Empire of the nineteenth and early twentieth centuries. We analyze the main methodological approaches to studying the noosphere of seminaries and theological academies, the historiography, and the sources of that topic. The scale of the tasks requires the involvement of a wide range of sources. There are various written materials, both printed matters and manuscripts. There are catalogues of libraries collected in seminaries and theological academies, lists of personal libraries of teachers of theological educational institutions. Another valuable source of data on the infosphere of theological schools is a variety of notes and plans of lectures, journals of meetings of councils and conferences organized in theological academies, correspondence, and memoirs. Analysis of the content of periodicals makes it possible to reconstruct the informational field of teachers and students of theological educational institutions of the Russian Empire. It allows us to make a complex research of the circle of reading of representatives of the clergy, which played a significant role in the Russian culture of the pre-Soviet period.
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Engalycheva, E. V. "Children's book in Siberia: a historiographic review." Bibliosphere, no. 4 (December 30, 2017): 35–40. http://dx.doi.org/10.20913/1815-3186-2017-4-35-40.
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The article is devoted to the history of Siberian regional children's book publishing. The author has collected theoretic-practical opinions of historians, bibliologists, publishers and booksellers, librarians and bibliographers, psychologists and sociologists, which purpose is to generalize and reveal regularities of books' flow for children. V. G. Belinsky, L. N. Tolstoy, F. G. Tol’, N. V. Chekhov developed the first concepts of children's book. N. K. Krupskaya, V. A. Sukhomlinsky studied the «core» of the children book repertoire. V. G. Sopikov, B. S. Bondarsky reviewed children's literature of the 19th century in their bibliographic works. The author allocated some organizational components using formal-logical, comparative-historical and structural-typological methods. The first block is related to studying such definitions as «children's book», «children's literature», «editions for children», «a circle of childhood reading», «the repertoire of children's books», their typological signs. The presented concepts are investigated according to tasks, which children's editions solve. S. G. Antonova and S. A. Karaichentseva touched issues of children's literature typology in their publications. The second block of literature reveals the children's book development in Russia in various periods of its formation. I. E. Barenbaum, A. A. Grechikhin, A. A. Belovitskaya studied general fundamentals of the book's history, while A. Ivich, L. Kohn, I. Lupanova considered the history of children’s books. The third block is devoted to printing and art features of the children's book design, activity of universal and specialized publishing houses to distribute literature for children. The fourth block explains such category as «reader - library», considers techniques of work with children's book, offers methodical recommendations for teachers and tutors. Readers’ activity is examined as well. The author analyzes interests, factors, incentives and aims influencing childhood reading. Dissertation researches disclose the regional specifics of children's book publishing in 1980-2013, confirm the considered subject relevance. The historical, comparative, formal and logical analysis carried out by the author will be useful both the specialists in publishing and editorial affairs, researchers studying the history and development of the children's book, historians, and teachers in the educational process of such courses as «Publishing and Editing», «Children's Literature», «Book Science». The author concludes that the children's book has been studied in different periods of its development in the context of numerous aspects, directions and components, which makes it possible to reveal the special patterns of its existence.
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Faiqoh Ulinnuha and Faza Karimatul Akhlak. "IMPLEMENTASI METODE MUSYĀFAHAH DALAM MENINGKATKAN HAFALAN AL-QUR`AN JUZ 30 ANAK USIA DINI DI RA AL-FIRDAUS CIPAYUNG." Ash-Shobiy: Jurnal Pendidikan Islam Anak Usia Dini dan Al-Qur'an 2, no. 1 (January 28, 2023): 54–65. http://dx.doi.org/10.33511/ash-shobiy.v2n1.54-65.
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The process of improving the memorization of the Qur'an for young children depends on the initial teaching from the teacher where the teacher can use various methods and methods in the process of memorizing the Qur'an in order to achieve the target memorization that has been set. The purpose of this study was to determine the application of the musyāfahah method in memorizing Al-Qur`an juz 30 in early childhood at RA Al-Firdaus. The research method used in this study is a type of qualitative research with a descriptive approach. The results of this study indicate that in the implementation of the musyāfahah method at RA Al-Firdaus, namely students and teachers face to face or in a circle then the teacher gives an example of reading the verse to be memorized and then the students imitate the verse together until they memorize it and then take turns reciting the memorization between one student and another. In increasing the memorization of the Al-Qur`an juz 30 in early childhood at RA Al-Firdaus it can be done by planning targets to be memorized, implementing effective methods of memorizing, and evaluating the memorization of each student. the implementation of the musyāfahah method at RA Al-Firdaus is quite effective and successful, as can be seen from the achievement of the 2021/2022 target, there are 52% of students who can complete juz 30 within 2
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Skomorovska, Iryna, and Marianna Matishak. "TRAINING OF FUTURE EDUCATORS TO THE DEVELOPMENT OF THE EMOTIONAL INTELLIGENCE OF CHILDREN OF OLDER PRESCHOOL AGE." Mountain School of Ukrainian Carpaty, no. 29 (December 11, 2023): 96–99. http://dx.doi.org/10.15330/msuc.2023.29.96-99.
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The article reveals the problem of professional training of future preschool teachers for the development of emotional intelligence in children of older preschool age. Several definitions of the concepts of «emotions» and «emotional intelligence» are presented. It is noted that emotional intelligence is interpreted as a set of mental abilities to understand one's own emotions and the emotions of other people, as well as managing the emotional sphere. D. Goleman. The components of emotional intelligence presented by scientists are characterized, namely: awareness and recognition of feelings; the desire to understand another person; understanding emotions; managing emotions. An analysis of the emotional development of older preschool children was carried out, in particular, it was indicated that they are characterized by wide social contacts, namely parents, educators, pupils from kindergarden, friends at the place of residence, etc. As a result of the existing wide circle of communication, preschoolers are often in interaction with others, which requires from them the ability to express their own emotions and understand the emotions of other people. It is emphasized that a child of older preschool age is able to understand such emotions of others as joy, surprise, sadness, anger, irritation, fear, etc. It has been proven that the teacher plays a significant role in the emotional development of preschoolers. In order to effectively carry out the outlined activities, the training of future teachers of preschool education institutions should include the following components: cognitive (mastery of professional knowledge and competences), motivational (motivation to interact with children and the presence of a desire to implement professional activities), activity component (set of practical skills and abilities , which are necessary for successful work with preschoolers). It is noted that in order to develop the emotional intelligence of older preschoolers, it is expedient for future preschool educators to organize the following types of activities: reading the books with further analysis of the emotions and feelings of various characters; carrying out game exercises of the corresponding topic; organization of various types of theatrical activities, etc.
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Molnar, Angelika. "Growing up of Laszlo Garaczi and his «Lemur»." Izvestia of Smolensk State University, no. 1 (53) (April 12, 2021): 45–60. http://dx.doi.org/10.35785/2072-9464-2021-53-1-45-60.
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The article draws attention to the feature of postmodern discourse in a qua-si-autobiographical work, which in fact, is not the organization of memory, but fo-cusing on the events of the speech flow. In Laszlo Garaczi’s novel «What Fun We Have on This Coach Ride!», on the one hand, the life of a typical schoolboy of the 1960s is considered, and on the other hand, through this prism, the main problems of socialist society are revealed. Through deconstructing a devastated old language and creating a new one, the approach applied exposes the process of the adult world degradation (the world of parents and teachers, which seemed to represent a stable position in society), it shows them as the poor with the dictatorial tendencies of people, whose human and professional prestige is removed in parallel by (no)education of the teenager, the main character in the novel, who faces both the crisis of personal identity and the experience of socialism.The purpose of the linguopoetic analysis is to reveal the main metaphors and similes in the text of the novel. They cover both the process of the lemur’s growing up and his image appearing in different forms, as well as the meaning of «riding a bus». It contributes to the understanding of the novelsense.Summing up even such a brief study of the sample belonged to Hungarian proseallows the author to emphasize the importance of postmodern attitude to the tropes for both the reading general public and for a narrow circle of specialists.
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Rizkydermawan, Choiriyah, and Muslimin. "Aktivitas Dakwah Melalui Metode Cawisan di Majelis Inaayatul Qubro Desa Teluk Kecapi Kecamatan Pemulutan Kabupaten Ogan Ilir." Pubmedia Social Sciences and Humanities 1, no. 4 (January 22, 2024): 15. http://dx.doi.org/10.47134/pssh.v1i4.185.
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Da'wah is an important aspect of the Islamic religion which aims to spread religious teachings to the wider community. One of the da'wah methods that has been used at the Inaayatul Qubro Council is the Cawisan method. Cawisan is a place to prepare to listen to religious recitations or lectures delivered by Ulama or Ustadz (teachers) providing explanations of religious issues while the congregation listens and continues with questions and answers. This research aims to find out how da'wah activities use the cawisan method in the Inaayatul Qubro assembly, Teluk Kecapi Village, Pemulutan District, Ogan Ilir Regency and the Supporting and Inhibiting Factors. The research uses descriptive qualitative methods with data collection techniques of observation, interviews and documentation. In this research, behaviorist communication theory is used. The results of this research show that after attending the cawisan the congregation began to understand the benefits of studying Islamic teachings not only understanding them but being able to practice positive activities in daily life to achieve happiness in this world and the hereafter and show changes towards the better in accordance with Habib's teachings. as well as changes in behavior and thought patterns, this is proven by the increasing number of Cawisan members, and they are willing to attend every meeting. Cawisan method, namely Islamic teaching delivered in the mosque. The congregation in the mosque forms a circle facing the habib who is delivering material in the mosque. Habib and his congregation sat on the floor on the mosque shelf with their legs crossed. The material presented has been arranged systematically and continuously from one material to the next. The implementation of Cawisan is an activity that is held periodically, namely once a month, with learning using books. This event is usually held in the evening, especially after Isha prayer time, at the Al Wustho Mosque which is located in Teluk Kecapi Village, Pemulutan District, Ogan Ilir Regency. This activity went through several series of activities, namely: Opening, Reading of Maulid Ad-Dhiyaul Lami, Mahalul Qiyam, Closing Prayer, Reading of Maulid, Lecture on the Muqoddimah Al-Hadhromiyah Book, Question and Answer Session, Prayer, Eating Together, Closing.
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Nikolskaia, Kseniia D. "At the Origins of European Oriental Studies: an Unknown Letter by Benjamin Schultze to Georg Jacob Kehr." Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, no. 5 (2023): 254. http://dx.doi.org/10.31857/s086919080026912-0.
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The Russian Archive of Ancient Acts funds hold an archive belonging to G. J. Kehr (1692–1740), who stood at the very origins of European Oriental studies. There is very little information about this person. His archive is very large and extremely poorly parsed. Among the letters preserved in it are messages from eminent personalities of those days. Some papers of G.J. Kehr are connected with the South of India (Tranquebar), where Lutheran priests who were part of the so-called Danish Royal Mission were working at that time. Among these papers there is a small letter from B. Schultze (1689–-1760). Schultze became the head of the mission in Tranquebar after the death of B. Ziegenbalg (1682–1719), its first organizer. Like Ziegenbalg, Schulze did a lot for the Christianization of the region and for the formation of Oriental studies as a science. He was the first among Europeans to study the Telugu language, published the grammar of this language, translated the texts of the Bible into it. He studied dakkhinī, a dialect of Hindustani. Schulze published a grammar of this language, outlining its basic rules in Latin. His letter below, addressed to Kehr, is obviously a continuation of the previous correspondence. Among other things, the message contains some rules for reading Tamil texts. In addition, valuable information is given about the work of missionaries on the translation of Christian literature into Tamil and about the activity of the Printing house established in Tranquebar. Finally, the letter mentions the names of people significant for the era (language teachers and translators), who probably formed a circle of acquaintances for both G.J.Kehr and B. Schultze.
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Koloshuk, N. "LET’S READ "MOTHER COURAGE AND HER CHILDREN" (THE PLAY OF B. BRECHT IN THE PRACTICE OF TEACHING THE HISTORY OF FOREIGN LITERATURE)." Вісник Житомирського державного університету імені Івана Франка. Філологічні науки, no. 1(96) (September 6, 2022): 23–33. http://dx.doi.org/10.35433/philology.1(96).2022.23-33.
Full textAbstract:
Interpretation of Brecht’s ideas and poetics, especially in publications for schoolchildren and teachers, are usually limited by scholasticism or reiteration (or by distortion) of what was said as early as in soviet times. Research aim: to find out characteristic stereotypes and errors of interpretations of drama and work of B. Brecht in the wide reader's accessible sources and to offer the own reading of the play "Mother Courage and Her Children".
We underline that the action in Brecht’s works is fully conditional. The subtitle of the play – "The Chronicle from times of Thirty Years’ War" – does not do the literary work a "historical chronicle". It is one of the author’s techniques of the conditional image through the principle of Verfremdung – a term is given in the distorted translation from Russian as "alienation". A widespread stereotype of character perception of Mother Courage as the "bad mother", allegedly opposed against her daughter-heroine, distorts the authorial intention of the play. Brecht’s personages are conditional, not realistic ones: none is an embodiment of a psychologically integral character of the real man, everybody was the author’s megaphone of certain ideas, for criticism of public defects and crimes. Brecht showed Mother Courage as a resilient self-respectful person woman, however unable to provide the future to her children and unable to give up the chosen way of life. The eloquent symbolic motif of the play is the movement of Courage's van in a closed circle. Brecht did not go down to the dogmatic and moralizing theatre. He was a sceptic and he doubted any ideology, morality, values. He cruelly derided primitive ideas about valour and virtue, about respectability and nobleness. He bitterly mocked the weakness of mute victims of violence and lying.
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Shalina, Marina. "The Pre-Siberian Period in the Biography of F. M. Dostoevsky in New Documentary Research (Review of the Collective Monograph: New Archival and Printed Sources of the Scientific Biography of F. M. Dostoevsky. St. Petersburg, The Russian Christian Academy for the Humanities Publ., 2021. 260 p.)." Неизвестный Достоевский 9, no. 4 (December 2022): 262–77. http://dx.doi.org/10.15393/j10.art.2022.6482.
Full textAbstract:
The peer-reviewed collective monograph is a series of articles, each of which, filling a certain lacuna of the least studied first half of F. M. Dostoevsky's life, is an example of a real investigation of confusing, unclear or completely distorted facts about the writer and his genealogy based on a strict systematization of the already known and newly discovered documentary sources. The main body of articles and the appendix were prepared by the project manager B. N. Tikhomirov, three sections — with the participation of E. D. Maskevich, and one — in co-authorship with N. A. Tikhomirova. The study includes various aspects that in one way or another influenced the formation of the personality and worldview of the classic, and his artistic system. The reader will learn numerous new details not only about Fyodor Mikhailovich Dostoevsky, but also about his milieu (father, brothers, especially Mikhail, with whom he was closest; fellow students, teachers and colleagues in the Main Engineering School and the Drawing Room of the Engineering Department), as well as about the collisions of this period, the vicissitudes of the time of Dostoevsky's entry into the literary circle, months of imprisonment in the Peter and Paul Fortress, and the details of sending convicted Petrashevites to Siberia. Through the prism of the writer's scientific biography, little-known facts of Russia’s history and culture are revealed to the general public, i. e., the peculiarities of the education system (using the example of the educational process at the Main Engineering School) and the provision of material assistance from the imperial treasury to the families of political prisoners, including Mikhail Dostoevsky. The literary block of the study included a scrupulous analysis of the reading circle of the young Dostoevsky, which in a certain sense determined the features of his artistic poetics: the book “One Hundred and Four Sacred Stories of the Old and New Testaments” by I. Gibner, as well as Gothic novels by A. Radcliffe, and numerous “pseudo-Radcliffians.” Many archival documents reflected in the monograph are published and introduced into scientific circulation for the first time. The logical conclusion of the data added by the authors to the scientific biography of Dostoevsky of the preSiberian period was the first complete publication of the memoirs written by Baron A. E. Rizenkampf, a friend of the writer's youth, with a commentary by B. N. Tikhomirov, which supplements and corrects certain points in the previous editions of the memoirs. The importance of the reviewed monograph cannot be overestimated. It seems necessary to continue the monumental work of the authors to fill in the gaps in the scientific biography of F. M. Dostoevsky.
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Sudgeh Awad Falaah Tarawneh, Sudgeh Awad Falaah Tarawneh. "Common grammatical errors in the writing of high school students in Jordan: الأخطاء النحويَّة الشَّائعة في التَّعبير الكتابيِّ لَدى طالبات الثَّانويَّة العامَّة في الأردن." مجلة العلوم التربوية و النفسية 5, no. 38 (October 28, 2021): 117–03. http://dx.doi.org/10.26389/ajsrp.c180521.
Full textAbstract:
The aim of the research is to identify the common grammatical errors in the written expression of high school students in Jordan, and to identify the level that enables the students to employ grammatical skills in their writing. The sample of the study consisted of (42) high school students who were assigned to write an expressive topic in about (150) words in two topics that were identified by the researcher, and after the students ’papers were corrected and the grammatical errors were classified in their writings, the results of the research showed that the number of types of errors The grammatical expression in the written expression of high school students totaled (58) grammatical errors, the percentage of those errors ranged between (5.17% - 18.97%) and the type of error (the syntax of the plural of the peaceful masculine) came in the first place, as the number of this error reached (11) errors. With percentages amounting to (18.97), and the error came in (the sentence of Anna and her sisters) with a frequency of (10) occurrences with a percentage of (17.24%), followed by the error in (Kana's sentence and its sisters) with a frequency of (9) iterations and a percentage of (15.52) The error in (the parsing of al-Muthanna) came in fourth place with (8) iterations with a percentage of (13.79%), followed by the error in (number and count) with a frequency of (7) errors with a percentage of (12.07%), followed by a mistake (Assert the present tense verb ineffective) enumerates (6) iterations with a percentage of (10.34%), followed by a mistake (the parsing of the five verbs) after occurrences of (4) occurrences and a percentage of (6.90%), and the error in (parsing the five names) came in the last place with a number of (3) occurrences and a percentage of (5.17%). The results also showed that the standard percentages of the types of grammatical errors common in written expression among high school students ranged between (5.17% - 18.97%), all of which were less than (40%), which indicates that high school students have a good level of employing grammar skills. needed for written expression. The researcher made a number of recommendations, the most important of which are: teachers' training for students from the first basic grades on expressive writing situations, so that they get used to correctly formulating the sentence. and accustom students to reading and reading so that the circle of their culture expands and they have a linguistic wealth that helps them to write expressively.
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Engalycheva (Bulgakova), E. V. "Children's book: a terminological analysis." Bibliosphere, no. 4 (December 30, 2016): 94–98. http://dx.doi.org/10.20913/1815-3186-2016-4-94-98.
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The article deals with definitions of «children's book», «book for children», «children's literature», «literature for children», «children's reading circle». The mentioned terms are divided into two groups. The first group includes those authors, who consider material and the structural aspects of book, its reader's purpose, printing and design. This issue was studied by S. G. Antonova, N. Z. Ryabinina, I. A. Zharkov, I. F. Pavlova, S. A. Karaichentseva. The second group considers genre and thematic characteristics of book, its effect on children development. Among researchers should be called I. N. Arzamastseva, I. G. Mineralova, S. A. Nikolaev, E. E. Zubareva, T. D. Polozova. All submitted definitions are discussed in details in the context of those tasks that solve children's editions. The author has collected theoretical and practical views of philologists, bibliologists, historians, editors on definitions of children's book and its essential meaning for each field of science. Based on scientific historicism methods and terminological analysis of general components of children edition, its material and structural sides, genre and thematic characteristics have been revealed. Functions of the children's book are determined: communicative, administrative, cognitive, educational, aesthetic ones. The article objective is studying the phenomenon complex, based on which the author has given an independent interpretation of this definition. Additional information on children's literature specific features and its «special» design is presented at National Standard GOST 7.60-90 «Editions. Fundamental types. Terms and definitions», as well as branch standards: OST 29.130-97 «Editions, terms and definitions», OST 29.127-96 «Publishing books for children», OST 29.127-2002 «Quality requirements of book and journal editions for children and adolescents». The resulting terminological analysis will be useful both for professionals of publishing and editorial business, researchers studying the history and formation of children's books, historians, as well as for teachers in the educational course «Children's Literature», «Bibliology». The conclusion is that the children's book will have a stable cover, which content and variety depends on time, professional activity of authors, artists, editors, publishers, and other persons relating to the book publishing system of the country and regions.
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Vasylyshyn, Oleg. "UKRAINIAN PRIVATE GYMNASIUM AS A CENTER OF LITERATURE AND ART LIFE OF KREMENETS." Scientific bulletin of KRHPA, no. 11 (2019): 100–105. http://dx.doi.org/10.37835/2410-2075-2019-11-11.
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Literary and artistic life of the Ukrainian Private Gymnasium named after Ivan Steshenko was an integral part of the dynamic political, cultural and educational life of community in the town of Kremenets in the 20’s of the XX century. The author of the article, based on the relevance of the topic, based on objective analysis, using both archival sources and multi-lingual literature, analyzed literary and artistic facts that had a great influence on the formation of the Ukrainian elite of Volyn. It was the Ukrainian Gymnasium that contributed to Ukrainian literature the names of Ulas Samchuk, Cyril Kotsyuk-Kochinsky, Oksana Lyaturinskaya, Maria Kavun-Kreminyarivska, Yuriy Mulik-Lutzyk and others. The analysis of the cases of the Ternopil regional state archive allowed the author to analyze the documentary materials that make up several hundred issues of the fund number 351. Some diary of the work of teachers, on the basis of records you can learn about the versatile orientation of learning and education. The facts of the visit to Kremenets Gymnasium Bohdan Lepky in 1935, which in the conversation with the students reminded us that Vyacheslav Lipinsky is also the son of Volyn land. A special page of the activity of the gymnasium was written by the work of the Gymnasium circle «Postup», the content of which was the reading of literature - from Drahomanov to Vynnychenko, from Mikhnovsky to Dontsov, from nationalist publications to the «Public Voice». The author analyzes the process of teaching the Ukrainian language and literature in the gymnasium and emphasizes the literary work of the teachers of the Ukrainian language and literature - Sofia Orlovskaya in the gymnasium and Filimon Kulchinsky in the seminary. Only during the lectures, at evening rallies, in the preparation of academies, they threw grain in the young souls. They did not teach us politics, they simply taught us to think and understand us ... ". Both of them were fond of Lesya Ukrainka, Kotsiubynsky, not mentioning already about Shevchenko, whose image, as Orlovsky said, should be kept under holy images. The Ukrainian gymnasium brought out the great literature of Ulas Samchuk, Kirill Kutsyuk-Kochinsky, Oksana Lyaturinskaya, Maria Kavun-Kreminyarivska, Yuriy Mulik-Lutsk, and others. writer Ulas Samchuk wrote a autobiographical novel "Youth of Vasily Sheremety" about the gymnasium period of life, and in memoirs "On a white horse" and "On horse-raven" a lot of space was devoted to the Kremenets of that time, the Ukrainian gymnasium. It is "Youth of Vasily Sheremety" that gives a convex picture of the literary and artistic preference of the students who arranged disputes on the works of G. Chuprynky, M. Voronoi, O. Olesya, P. Tychyna, V. Vynnychenko's collective readings on the literary-creative association «Youth». It is concluded that a private gymnasium in Kremenets played a big role in the life of the region, and a whole bunch of Ukrainian writers whose names were immortalized in the memorial tables.
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Barysheva, E. A. "Helping the School: Electronic Learning Resources of Foreign Libraries." Proceedings of SPSTL SB RAS, no. 1 (May 6, 2023): 46–54. http://dx.doi.org/10.20913/2618-7515-2023-1-46-54.
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The transition from an information society to a knowledge society gives libraries a chance to overcome the crisis by transforming themselves into educational institutions of a new type, providing quality information and educational services that promote cognitive and creative activities. An important place among them belongs to programs and projects for the creation and promotion of electronic learning resources intended for schoolteachers and students, i.e. for the audience, which directly determines the society we will have to live in the near future. The aim of the article is to consider the experience of major foreign libraries in preparing electronic learning (e-Learning) resources for schools from the perspective of their possible use by Russian libraries in the light of the tasks set to strengthen the role of cultural and educational organizations in the historical and cultural enlightenment and upbringing of the growing generation. The object of the article is the resources of own generation (or created in cooperation with other institutions) of national and regional libraries in the USA, Great Britain, and Australia, related to the methodological support of the educational process in schools. The study of the content of these resources made it possible to identify several main groups with different purposes: training in the skills of working with primary sources; promotion of classical literature and reading; assistance to subject teachers in their work with current social and political issues; development of regional / local history knowledge. Examples explored are electronic learning resources for schools posted in dedicated sections or on the web portals of the Library of Congress (USA, Washington), the National Library of Australia, the British Library, the Florida State Library and Archives, the State Library of Victoria (Australia, Melbourne) the National Library of Scotland, and the National Library of Wales. The study has shown that national and regional libraries of the above-mentioned countries place a high priority on the preparation of electronic learning resources for schools. Creation of such resources helps libraries to solve important tasks: to popularize their collections and electronic resources; to expand the circle of regular readers by attracting schoolchildren; to enhance the prestige of the library as an important cultural and educational institution involved in forming the worldview and raising the intellectual level of the younger generation. Due to their social significance, such projects, as a rule, have state or regional funding; grants are widely practiced. The article pays special attention to the interaction between libraries and other cultural institutions in preparing joint electronic learning resources for schools, as well as to the promotion of such resources among the teaching community, primarily through close cooperation with pedagogical organizations.
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Babkina, Ekaterina S., and Olga V. Proskurova-Timofejeva. "Russian-language children and youth periodicals of Latvia in the 1920s-1930s." Tekst. Kniga. Knigoizdanie 29 (2022): 68–87. http://dx.doi.org/10.17223/23062061/29/5.
Full textAbstract:
The article analyzes Russian-language periodicals for children and youth, published in Latvia in the 1920s-1930s. The study is based on the material of a wide range of archival sources, many of which are first introduced into scholarly discourse. After the October Revolution of 1917, the Russian diaspora of Latvia, which consisted of the indigenous local population, was replenished with refugees from the Russian Empire. A significant part of the emigrant flow were children. In order to prevent the loss of national and cultural identity, of historical memory, and of their native language, Russian emigrants turned to the publication of newspapers and magazines for the younger generation. Children’s periodicals of Russian emigrants were based on the professional principles of classical children’s journalism, typological and formal and semantic features of prerevolutionary publications. Russian-language children and youth periodicals in Latvia in the 1920s-1930s are marked by the diversity of types of publications: handwritten and typewritten editions of educational institutions; professional press published by the Salamandra publishing house; periodicals of public and youth associations, religious organizations. The foundation of the value system transmitted to the younger generation was the focus on preserving the Russian language, the cultural heritage of pre-revolutionary Russia; general socialization; education, developing creative abilities; assistance in solving acute social problems, etc. Russian-language newspapers and magazines for children and youth of the Republic of Latvia were created by teachers, professional publishers, editors and journalists, as well as by non-professionals - religious, public and political figures who were not indifferent to the problems of childhood. The creators’ activities contributed to the fact that the majority of Russian emigrant children not only retained the awareness of their belonging to Russia, the Russian language, traditions, cultural values, but also successfully integrated into the Latvian society, became full citizens of the country of residence. The study of the Russian-language children and youth periodicals of Latvia made it possible to conclude that the most favorable conditions for the publishing activity of Russian emigrants in Latvia were created before 1934, during the existence of a parliamentary republic. The policy of forcible assimilation of “non-Latvians” proclaimed in 1934 significantly limited the autonomy of the national minorities in Latvia. Against the background of the reduction in Russian-language periodicals, the reading circle of young people was forced to expand due to publications that were not aimed at children. The accession of Latvia to the USSR in August 1940 completed the stage of the existence of the emigre press and marked a new period in the functioning of the Russian-language press of the Latvian Soviet Socialist Republic. The authors declare no conflicts of interests.
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Rumor, Pamela Camila Fernandes, Christiny Regina Lopes, Indiara Sartori Dalmolin, Michelle Kuntz Durand, Ivonete Teresinha Schulter Buss Heidemann, and Cláudia Koch. "Educação e cultura em saúde à luz de Paulo Freire." Revista de Enfermagem UFPE on line 11, no. 12 (December 4, 2017): 5122. http://dx.doi.org/10.5205/1981-8963-v11i12a25338p5122-5128-2017.
Full textAbstract:
RESUMOObjetivo: descrever a experiência da realização de um seminário de discussão dos pressupostos teóricos e filosóficos de educação e cultura em saúde, à luz de Paulo Freire. Método: estudo qualitativo, descritivo, a partir da realização de um seminário acadêmico, em uma disciplina do Curso de Mestrado em Enfermagem, com docentes e discentes. O seminário foi dividido em duas partes. Utilizaram-se recursos audiovisuais, dramatização e leitura de artigo científico. As reflexões pautaram-se nas bases teórico-metodológicas do educador Paulo Freire, por meio do “Círculo de Cultura”. Resultados: o seminário propiciou a ampliação das discussões sobre essas temáticas no meio acadêmico, favorecendo a compressão de que a educação e a cultura são aspectos indissociáveis e de fundamental relevância na área da saúde. Conclusão: o seminário, dinâmico e dialógico, ofereceu subsídios para que formadores e profissionais repensem o modelo de educação aplicado nas instituições de ensino e nos serviços de saúde, com vistas a desenvolver práticas libertadoras, horizontais e que valorizem os aspectos culturais das pessoas. Descritores: Educação em Saúde; Cultura; Enfermagem; Ensino; Educação de Pós-Graduação em Enfermagem; Métodos.ABSTRACT Objective: to describe the experience of holding a seminar to discuss the theoretical and philosophical assumptions of education and culture in health, in the perspective of Paulo Freire. Method: qualitative, descriptive study, from the accomplishment of an academic seminar, in a discipline of the Master Course in Nursing, with teachers and students. The seminar was divided into two parts. Audiovisual resources, dramatization and reading of scientific articles were used. The reflections were based on the theoretical-methodological bases of the educator Paulo Freire, through the "Culture Circle". Results: the seminar promoted the broadening of the discussions on these issues in the academic environment, favoring the understanding that education and culture are indissociable aspects and of fundamental relevance in the area of health. Conclusion: the dynamic and dialogic seminar, provided support for trainers and professionals to rethink the model of education applied in educational institutions and health services, with a view to developing liberating, horizontal practices that value the cultural aspects of people. Descriptors: Health Education; Culture; Nursing; Teaching; Education, Nursing, Graduate; Methods. RESUMEN Objetivo: describir la experiencia de la realización de un seminario de discusión de los presupuestos teóricos y filosóficos de educación y cultura en salud, a la luz de Paulo Freire. Método: estudio cualitativo, descriptivo, a partir de la realización de un seminario académico, en una disciplina del Curso de Maestría en Enfermería, con docentes y discentes. El seminario se dividió en dos partes. Se utilizaron recursos audiovisuales, dramatización y lectura de artículo científico. Las reflexiones se basaron en el segmento teórico-metodológico del educador Paulo Freire, por medio del "Círculo de Cultura". Resultados: el seminario propició la ampliación de las discusiones sobre esas temáticas en el medio académico, favoreciendo la compresión de que la educación y la cultura son aspectos indisociables y de fundamental relevancia en el área de la salud. Conclusión: el seminario, dinámico y dialógico, ofreció subsidios para que formadores y profesionales puedan repensar el modelo de educación aplicado en las instituciones de enseñanza y en los servicios de salud, con miras a desarrollar prácticas libertadoras, horizontales y que valoren los aspectos culturales de las personas. Descriptores: Educación em Salud; Cultura; Enfermería; Enseñanza; Educación de Posgrado en Enfermería; Métodos.
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Sulistianingsih, Ellese, and M. Mukminan. "THE DEVELOPMENT OF WEB-BASED LEARNING MULTIMEDIA FOR HIGH SCHOOL STUDENTS’ LITHOSPHERE MATERIAL." Geosfera Indonesia 4, no. 1 (April 29, 2019): 11. http://dx.doi.org/10.19184/geosi.v4i1.9882.
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Science and Technology develop very fast in every aspect of life, including in the aspect of education. As the development of science and technology, guiding teachers to be able to make use various kinds of creative and innovative learning media in learning process at school is needed in order to increase the effectivity of the learning process which will have impact on the students’ learning motivation and learning outcomes. According to the explanation, learning multimedia needs to be developed in order to increase the students’ learning motivation and learning outcomes. This research is a research and development (R&D), which is then modified by using Tessmer formative evaluation. The analysis results show that the web-based learning multimedia for lithosphere material has been proven its eligibility, that the web-based learning is valid, practical, to be used in learning process and is effective in increasing students learning motivation and learning outcomes.
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Anugerahwati, Mirjam, Furaidah, Sri Rachmajanti, and Hany Noviya. "Maximizing Students’ Critical Reading through Virtual Literature Circle Strategy: A Conceptual Framework." KnE Social Sciences, March 1, 2021. http://dx.doi.org/10.18502/kss.v5i3.8542.
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With the advancement of the 21st century, Indonesia, like other countries, is also facing challenges in education, particularly for primary and secondary school students. Undoubtedly, literacy is one of the crucial skills in 21st-century education, which encompasses critical thinking and critical reading skills. In an effort to maximize students’ critical reading skills, the researchers conducted virtual conferences and workshops for the teachers of English in primary and secondary schools on the practice of Literature Circle Strategy (LCS) to maximize students’ skills in critical reading. In total, 25 teachers from Malang City and 183 teachers from the Kediri area were included in the study. In Kediri, a one-day conference was held that focussed on the concepts and rules of practicing the LCS in online classes. In Malang, a virtual conference was held on the first day followed by a workshop on the second. While the first day was spent explaining the LCS to the participants, on the second day, they practiced the strategy, in offline sessions. At the end of the workshop, the participants shared their perceptions on this strategy by filling in a questionnaire, stating what they thought would be the process of practicing this strategy both in online and face-to-face classes. This study therefore reports the results of the analysis on their perceptions.
Keywords: EFL teachers, perceptions, LCS, virtual
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Jewett, Michelle. "How do I read this?" ELLA - utdanning, litteratur, språk 2, no. 2 (June 28, 2023). http://dx.doi.org/10.58215/ella.16.
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This graphic essay examines the interactions between Norwegian and American teachers in an online reading circle (spring 2022) as they read and discussed four graphic novels over the course of a semester. It highlights the visual and interpretive skills teachers developed together as they learned how to read and discuss multimodal texts. The graphic essay format is chosen to illustrate selected compositional, interpersonal, and artistic features graphic novels employ, including how structure, color, and design communicate meaning. The essay provides implications for multimodal reading, writing, and discussion, particularly in the English language classroom.
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Kook, Janna Fuccillo, and Daryl B. Greenfield. "Examining variation in the quality of instructional interaction across teacher-directed activities in head start classrooms." Journal of Early Childhood Research, August 2, 2020, 1476718X2094295. http://dx.doi.org/10.1177/1476718x20942956.
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High-quality instructional interaction, in which teachers engage children in conversations that support the development of higher order thinking skills, conceptual understanding, and advanced language skills, is associated with positive outcomes for preschool children. Classrooms serving low-income preschoolers tend to have lower levels of this kind of instruction and yet research suggests that it may be particularly important for these children. The aim of this study was to examine variation in the quality of instructional interactions in Head Start classrooms across different types of teacher-directed activities. Twenty-four Head Start classrooms were observed across four activity types (circle time, math activities, science activities, and storybook reading), and quality of instructional interaction was assessed using the Instructional Support domain of the Classroom Assessment Scoring System. Science activities and storybook reading were associated with higher quality instructional interaction compared with circle time, controlling for teacher characteristics and classroom contextual factors. Math activities were not associated with higher quality instructional interaction compared with circle time. Science and storybook reading may be natural entry points for supporting higher quality instructional interaction in Head Start classrooms.
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Memisevic, Haris, and Irma Cehic. "The Importance of Metacognitive Strategies in Reading Literacy-Results of the PISA Testing in Bosnia and Herzegovina." Journal of Cognitive Education and Psychology, July 26, 2022, JCEP—2021–0027.R1. http://dx.doi.org/10.1891/jcep-2021-0027.
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The Program for International Student Assessment (PISA) is a large-scale assessment of 15-year-old students’ achievements in three broad areas: Reading, science, and mathematics. PISA results are widely used in discussions on various educational aspects, such as educational policy, quality of education, and teaching methods. Although PISA started in 2000, Bosnia and Herzegovina (BIH) participated for the first time in 2018. The core subject for the 2018 circle of testing was reading. Thus, the goal of the present article was to examine the effects of metacognitive strategies on the reading achievement of students in BIH. The sample for this analysis was composed of 5,482 students (2,701 female and 2,781 male students). The results showed that metacognitive strategies had a significant effect on reading achievement. We conclude the article with some remarks on how teachers can employ metacognitive strategies in their everyday practice and thus increase their students’ reading achievement.