Relevant bibliographies by topics / Junior High School English Curriculum

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Junior High School English Curriculum'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Junior High School English Curriculum"

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Xingyu, Zhou, Deng Miao, and Wang Juan. "Research on the In-depth Teaching of English Reading in Senior High School Aiming at Core Literacy." IRA International Journal of Education and Multidisciplinary Studies 21, no. 2 (2025): 56. https://doi.org/10.21013/jems.v21.n2.p2.

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With the advancement of the new curriculum standard reform, the education department emphasizes that English courses in primary and junior high schools should proceed from four aspects: comprehensiveness, autonomy, efficiency, and innovation. They should follow the principle of student - centeredness and aim to cultivate students' core English competencies. Compared with primary school English teaching content, junior high school English has increased in vocabulary and grammar difficulty, and requires students to have a higher practical application ability of English knowledge. How to achieve the connection between primary and junior high school English has become a difficult problem for English teachers to think about. This article will analyze and discuss from two aspects: the definition of connection and teaching connection, and the effective connection strategies between primary and junior high school English classroom teaching under the new curriculum standards.
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Li, Yang, Anran Liu, and Yuhan Gong. "Research on Strategies to Improve Effective Teaching of English Listening in Rural Junior Middle Schools." Journal of Advanced Research in Education 2, no. 2 (2023): 41–54. http://dx.doi.org/10.56397/jare.2023.03.06.

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Junior high school is a critical period of English learning. According to the English curriculum standards in China, junior high school English should not only pay attention to the imparting of language knowledge but also pay attention to the cultivation of language skills. The junior high school stage is the critical period for students to learn. English listening is the first link of language skills and dominant position on speaking, reading and writing and other aspects of far-reaching impact. Different from the rich teaching resources and activities of urban junior middle schools, the resources and facilities in rural areas are relatively weak, so the effective teaching of junior middle school English listening needs to be paid more attention, which meets the requirements of the new curriculum standards of junior middle school English and the needs of curriculum reform in China. Based on this situation, this paper investigates and studies the effective teaching of junior middle school English listening. From the perspective of teachers and students, it combines quantitative research with qualitative research to find out the phenomenon of low efficiency and ineffective teaching in the current rural junior middle school English listening teaching, analyzes its causes, and puts forward effective countermeasures. In this study, 185 students were surveyed and 10 students and 15 teachers were interviewed by questionnaire and interview. Based on the relevant theory of effectiveness, combined with the interpretation of the specific requirements and basic spirit of English ability in the new curriculum standards, as well as the analysis and research of test results, this paper summarizes the inefficiencies existing in English listening teaching in rural junior high schools at this stage, and makes an in-depth study of the causes of the problems, including misleading effects of examination results and the professional level of teachers. In view of these problems, the author proposed to improve and enhance the effective teaching strategies of rural junior middle school English students, hoping to be helpful to the majority of front-line grassroots teachers.
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Latifa, Helmia, Koesoemo Ratih, and Maryadi Maryadi. "JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ PLANNING ON MERDEKA CURRICULUM." English Review: Journal of English Education 12, no. 1 (2024): 203–12. http://dx.doi.org/10.25134/erjee.v12i1.8832.

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The purpose of this study was to determine teachers’ planning for implementing Merdeka curriculum in teaching English. This research is phenomenological research. Researchers used observation, interviews, and documentation to obtain data. The research data are statements from English teachers, principal, and deputy principals in the field of curriculum, pictures from observations, and documentation. The results of this study showed that the teacher made four plannings` for the implementation of Merdeka curriculum. These plannings are assessment, teaching device, flow of learning objectives, and teaching modules. Therefore, these plannings are carried out by the teachers so that the implementation of Merdeka curriculum in learning English is successful. School needs to develop professionalism for teachers to increase understanding of Merdeka curriculum, especially in English language learning
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Trimadona, Eliza, Reni Andriani, and Sherly Dwiputri Ferdi. "THE STUDENT DIFFICULTIES IN THE IMPLEMENTATION OF CAMBRIDGE CURRICULUM AT AL-AZHAR JUNIOR HIGH SCHOOL." JR-ELT (Journal of Research in English Language Teaching) 4, no. 2 (2020): 91–99. http://dx.doi.org/10.30631/jr-elt.v4i2.57.

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The primary goal of this research is to determine what processes and materials are required to implement the Cambridge curriculum at Al-Azhar Junior High School Jambi. The second objective of the research is to identify the factors and challenges that students encounter during the application and learning of English using the Cambridge curriculum. This investigation employs a qualitative methodology. The subjects of this investigation were the Al-Azhar Junior High School Jambi principal, English teacher, and eighth grade students. Interviews, observations, and documentation were used to collect the research data. Based on the findings and discussions encountered by the researcher during the application of the Cambridge curriculum at AlAzhar Junior High School Jambi via multiple processes, including the planning, implementation, and evaluation processes, as well as the implementation of the curriculum at AlAzhar Junior High School Jambi by the education unit and teachers. At ALAzhar Junior High School Jambi, certain students encountered difficulties with the Cambridge curriculum's learning process during its implementation. Lack of vocabulary comprehension, lack of motivation to learn, pronunciation errors, and anxiety during the learning process are some of the challenges faced by students. It has been going well for the implementation of the Cambridge curriculum at Al-Azhar Junior High School, despite the fact that there are still some impeding factors. However, this is not a major issue, as the implementation of the Cambridge curriculum at Al-Azhar Junior High School Jambi has been operating as optimally as possible.
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Pane, Isli Iriani Indiah, Mahmud Layan Hutasuhut, Sisila Fitriany Damanik, and Fahri Haswani. "TEACHERS’ PERCEPTION OF 2013 CURRICULUM IMPLEMENTATION IN JUNIOR HIGH SCHOOL." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 6, no. 2 (2022): 545–59. http://dx.doi.org/10.30743/ll.v6i2.8863.

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The aim of this study was to examine English teachers’ perceptions and concerns about the implementation of the2013 curriculum in Junior high school in Indonesia. This study reports findings from interpretive case study design in a private junior high school in Medan region, Indonesia with 2 teachers. Data were generated using questionnaires, focus group interview, classroom observation and documentation. The research focus was on how the English teachers have implemented the 2013 curriculum. The findings indicate that the implementation of the curriculum was still problematic due to the teachers’ lack of knowledge of the 2013 curriculum and the teachers’ pile of work. In addition, one of the teachers was still confused with the implementation of the 2013 curriculum, to work with teenagers’ students, overcrowded classrooms, learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of junior high schools, teachers need to develop their professional knowledge through socialization and the in-service training. The government policy planners need to provide initial teacher education that suit junior high school contexts, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices.
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Huang Yuheng, Liu Xiangting, Li Hongyuan, et al. "Integration of Curriculum Ideological and Political Education into Teaching English Reading in China." Pragyaratna प्रज्ञारत्न 6, no. 2 (2024): 25–37. http://dx.doi.org/10.3126/pragyaratna.v6i2.70563.

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Curriculum Ideological and Political Education (CIPE) is a comprehensive educational concept. Integrating ideological and political education into subject teaching can effectively promote students' political consciousness, and enhance their national self-esteem, pride, and national identity. This study adopts empirical research, focusing on eighth-grade students and English teachers at a middle school in Lufeng City. Using survey questionnaire and teacher interviews, it explores the current status of integrating Curriculum Ideological and Political Education into teaching of English reading in junior high school. The main research questions include: (1) What is the overall understanding of junior high school students and teachers on integrating Curriculum Ideological and Political Education into English reading teaching? (2) What is the impact of integrating Curriculum Ideological and Political Education into English reading teaching on the emotional attitude and values of junior high school students? (3) What specific approaches do English teachers employ to integrate Curriculum Ideological and Political Education into junior high school English reading teaching? The survey results show that students generally support the integration of CIPE into reading teaching, and teachers also recognize its advantages. However, teachers face challenges in putting it into practice. This study identifies the problems of integrating CIPE into teaching reading through experimental data analysis and proposes corresponding solutions, aiming to innovate the research on junior high school English reading.
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Zhang, Ruowen. "Study on Junior High School English Reading Teaching Based on the Ideological and Political Education." International Journal of Education and Humanities 13, no. 3 (2024): 87–90. http://dx.doi.org/10.54097/aa6cwj78.

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Moral cultivation is an essential part of the Party’s educational policy, which plays a crucial role in guiding and instructing teachers’ work as the fundamental task of education. The Compulsory Education English Curriculum Standards (2022 edition) points out that the starting point and goal of compulsory education English curriculum is to train new talents with ideals, skills and responsibilities. Since English textbooks contain abundant moral education resources and ideological and political elements, English reading plays an important role in junior middle school teaching. Therefore, integrating curriculum ideological and political education into English classes in middle schools can not only enrich students’ language knowledge, but also help them form correct values and improve their humanistic quality. This paper makes an in-depth study on how to effectively implement curriculum ideology and politics in junior high school English reading teaching.
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Simanjuntak, Marudut Bernadtua. "THE EFFECTS OF INTEGRATION BETWEEN KURIKULUM 2013 AND CAMBRIDGE CURRICULUM IN ENGLISH (STUDY CASE TAKEN FROM SAINT PETER'S JUNIOR HIGH SCHOOL)." JOURNAL OF ADVANCED ENGLISH STUDIES 3, no. 1 (2020): 50. http://dx.doi.org/10.47354/jaes.v3i1.77.

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Many schools in Indonesia have improved the quality of the English skills of the students. One way to improve and develop the curriculum which outlines the English skills is by doing curriculum integration. Saint Peter Junior High School which is located Kelapa Gading - North Jakarta has applied Kurikulum 2013 and Cambridge Curriculum for some years. The Cambridge curriculum approaches language skills and Kurikulum 2013 approach used was language competence which included grammar competencies, social competencies, and communicative competencies. Integration models that are compatible with the integration of both are nesting models. The research is aimed to show the effects of the Cambridge Curriculum which is integrated with Kurikulum 2013 in Saint Peter's Junior High School.
 
 Keywords: Curriculum Integration, Cambridge Curriculum, Kurikulum 2013, English
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Maryanti, Tri, Sri Wahyuni, and Widhiyanto. "Teacher's Needs Analysis for English Reading Modules in Junior High Islamic Schools Based on Integrated Curriculum Standard." Language Circle: Journal of Language and Literature 19, no. 2 (2025): 387–99. https://doi.org/10.15294/lc.v19i2.20584.

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English is an essential language used in various aspects of life, and formal education remains the primary setting where students learn English. In Indonesian Junior High Schools, English is commonly taught using resources provided by the school, with textbooks or learning modules serving as key materials. Most of these schools have adopted the Emancipated Curriculum (Merdeka Curriculum) while some, particularly Islamic schools, supplement it with the Integrated Islamic School Network (JSIT) Curriculum. The JSIT Curriculum combines an integrated learning system with a full-day school model, emphasizing Islamic values and character building. Given these unique educational settings, it is important to explore teachers’ specific needs for English reading modules that align with the characteristics and goals of Islamic schools. This qualitative study involved 25 English teachers from Islamic junior high schools in Magelang Regency. Data were collected through questionnaires and interviews. The results reveal that teachers encounter challenges in teaching reading comprehension, primarily due to a lack of suitable learning resources reflecting Islamic schools' identity and educational objectives. Therefore, there is a significant need to develop English reading modules tailored to the values, vision, and mission of Islamic education to enhance classroom instruction.
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Xiao, Lin. "Gamified Teaching Strategies based on English Core Competencies." Journal of Education and Educational Research 9, no. 3 (2024): 293–98. http://dx.doi.org/10.54097/cdrpmx26.

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In the wake of technological advancements and the ongoing reforms in English curriculum of junior high schools, significant transformations have taken place in the teaching environment and content of junior high school English education. To align with the pedagogical principles of the new curriculum reform, several schools have introduced gamified approaches to English instruction, aiming to innovate the conventional teaching paradigms. However, in the practical application of this gamified English teaching method, the effective utilization of educational games as tools, alongside substantial improvement in teaching quality, while seamlessly nurturing students' core Competencies, remains a focal point that educators need to address. In order to facilitate educators' comprehensive comprehension of gamified teaching strategies and assist them in implementing the core language proficiency objectives within the junior high school English curriculum, this study elucidates how gamified teaching practices can effectively integrate and enhance essential language skills. Additionally, the paper proposes pragmatic strategies to address the array of challenges currently prevalent in gamified English instruction.
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Dissertations / Theses on the topic "Junior High School English Curriculum"

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Sheu, Ping-Huang. "Extensive reading as a breakthrough in a traditional EFL curriculum : experimental research in junior high schools in Taiwan." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2500/.

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The main focus of this research was to examine the effects of extensive reading on junior high school students' language proficiency and learning attitude development, compared with those who received the current reading IR (grammar/translation-based) instruction. The potential of graded readers and books for native English speaking children in English learning was also investigated. The research aimed at finding evidence to support the adoption of extensive reading in the school syllabus in Taiwan, and to raise the awareness of educational authorities about the desirability of adopting ER in the school curriculum. The results of the study consistently showed that extensive reading is more effective on improving all the variables mentioned than the current IR instruction. While the positive outcomes stand in line with the results of previous studies, this study also gave insight into the use of the materials, the amount of reading time and accompanying activities. The findings indicated significantly the strength of the graded readers (GR) approach on students' language learning in all circumstances. The effects of reading books for native EngRsh speaking children (BNESC) proved positive only when the amount of time per week given to ER was doubled. Moreover, the results appeared to be contrary to the widely held belief that reading interesting books is alone sufficient to improve student attitudes. In fact, with this level and type of learners, without accompanying activities ER appeared to take away their enthusiasm. Once collaborative activities were introduced, ER showed great potential for improving language, proficiency, reading ability and attitudes toward reading. The findings demonstrate the potential of ER for improving students' language proficiency and learning attitudes. Thus, they provide support for integrating ER into the English curriculum for improving current learning and teaching approaches. Moreover, the findings indicate the desirability of investing in ER as paving the way for students' long-term development. Implications of this study can be deduced in several aspects: the adoption of ER, the need of book provision, the need of reading strategy training, the use of authentic reading materials, the amount of reading time and the use of accompanying activities.
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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.

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The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.
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Casteloes, Sylvia. "GRAPHIC MATHEMATICAL MEDIATED STRUCTURE: THE LINK FOR HISPANIC/LATINO AND ENGLISH LEARNERS' MATHEMATICAL SUCCESS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/760.

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This project’s goal is to promote and improve the mathematical literacy of fourth-grade Hispanic/Latino and English learners through the use of a graphic mathematical mediated structure. Current California Common Core data finds fourth-grade Hispanic/Latino and English learners significantly behind White and Asian students in mathematics, especially in understanding written word problems. Research supports the assumption that as a tool, a graphic mathematical mediated structure could: 1) foster conceptual understanding; 2) build content terminology; 3) allow students opportunities to justify their solutions; 4) integrate writing in math; and 5) provide a platform for discourse. This innovative pedagogical project specifically focused on how fourth-grade Hispanic/Latino and English learners could navigate through a graphic math organizer in order to understand how to add and subtract fractions in word problems. The work presents six teacher models of graphic mathematical mediated structures. Each model provides a fourth-grade word problem related to fractions. Respectively, teacher and student templates, lists of content vocabulary, and suggestions to teach each problem-solving exercise using the graphic mathematical mediated structures that were created and developed are included. Struggling Hispanic/Latino and English learners’ need a pedagogical structure and process to succeed in solving math word problems. Hence, the need for a graphic mathematical mediated structure to diminish the groups’ prevalent mathematical achievement gap and to increase their achievement in mathematics.
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Adamson, Robert Damian. "English in China : the junior secondary school curriculum 1949-94 /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264719.

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Larsson, Pernilla. "Characteristics of Junior High School Students’ : Writing in English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-169433.

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The present paper focuses on the measuring of syntactic maturity in written production among Swedish high school students. One way of doing such an analysis is by studying the students’ use of subordinate clauses. Johansson & Geisler (2011) have shown that students’ increased use of subordination in the form of relative clauses, adverbial and nominal clauses is a reliable indicator of syntactic progression.   When analyzing the essays written by junior high school students, I found that the Subordinate Clause Index was a safe indicator when measuring linguistic complexity. The students’ abilities to lengthen clauses through the use of premodifiers was limited. Besides these tools of measuring syntactic maturity, I have studied how the students construct and coordinate clauses and sentences. I found the tendency among the students to treat dependent clauses as if they were independent, and a frequent use of coordinating conjunctions and commas to connect independent clauses.
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Sims, Patricia. "Basic Robotics Curriculum: An Introductionary Unit for Junior High School Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/52.

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The purpose of this project was to research and develop a robotics curriculum appropriate to junior high school students. Specifically, this project developed a two-week, ten-hour robotic curriculum to introduce eighth-grade students to basic robotic concepts. After a careful examination of the related literature and after an evaluation of current trends in robotic education, objectives were developed. The objectives integrated content from industrial arts, science, college-level courses on robotics, and very basic concepts used in elementary schools as an introduction to robotics. Lessons were developed which used a multisensory approach and activities emphasized hands on experiences for students. Conclusions which were drawn after a review of related literature, development of the curriculum, and pilot testing are included along with recommendations for possible improvement and expansion of this project. The importance of keeping pace with developing technologies is stressed throughout the curriculum which was developed.
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Kimber, Larry David. "Japanese junior high school students' attitudes toward English partial immersion." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479291.

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Shirley, Lindsey Marie Litchfield. "Leadership integrated curriculum for junior high school family and consumer sciences students." [Ames, Iowa : Iowa State University], 2007.

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Chen, Kuan-lin, and 陳冠霖. "Investigating Junior and Senior High School English Teachers’ Perception toward the English Curriculum Guidelines." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/94849384896818043702.

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碩士<br>國立彰化師範大學<br>兒童英語研究所<br>98<br>The study aims to investigate the junior and senior high school English teachers’ perception toward the English curriculum guidelines by means of qualitative interview method. The goal of Grade 1-9 English curriculum and General Senior High School Temporary English Curriculum both stress on the connection with each other. In order to achieve curriculum articulation, teachers are considered to play an important role on the implementation of curriculum. Schubert (1986) states that “teachers are the curriculum” (p.157) since they are the key roles to instruct students and design activities according to their perception of curriculum guidelines. In other words, teacher’s perception plays an important role on the success of curriculum implementation and curriculum articulation. Due to that, the study intends to explore both teachers’ perception toward the English curriculum guidelines and then further to examine the curriculum implementation and articulation situation. Sixteen certified junior and senior high school English teachers participated in this study. In the data collection procedure, the interviews were the main resource of the research data. The interview questions were developed by the researcher based on the reviewed literature. All the interviews were recorded and then transcribed verbatim for future analysis and comparison. There were five major findings in the current study. First, the result of the interview protocols showed that most of the junior and senior high school teachers had little understanding toward the curriculum guidelines. Second, most of the junior and senior high school teachers perceived that, after the implementation of curriculum guidelines, listening abilities were more emphasized than before and the teaching materials were also much more diversified. Third, in the selection of the teaching materials, most of the junior and senior high school teachers would refer the standard in the curriculum guidelines as the reference for selection. Fourth, most of the junior and senior high school teachers believed that CLT had a good intention. However, their implementation of CLT was influenced under limited class hour, test orientation, the phenomenon of bimodal distribution, and low proficiency of speaking. Fifth, though multiple-assessment was considered to have positive effect, most of the junior and senior high school teachers would still adopt traditional paper and pencil test as the teaching assessment under limited class hour, test-orientation and the subjectivity of grades. Based on the findings of the study, it is suggested that the educational authorities should pay more attention to the curriculum disconnection in order to appropriately adjust and modify the gap to achieve curriculum articulation. In addition, it is hoped that the current study could bring an insight into the curriculum implementation situation of junior and senior high schools for English teachers and educational authorities.
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Hung, Li-chien, and 洪儷倩. "Grammatical Structure Recycling in Junior High School English Textbooks for Nine-year Integrated Curriculum." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/7732ee.

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碩士<br>國立臺灣師範大學<br>英語學系<br>96<br>ABSTRACT This study aims to investigate the recycling of structures in the junior high school English textbooks and to provide pedagogical suggestions for textbook writers and language teachers. First, a questionnaire designed based on the “List of Suggested Grammar and Sentence Structures” appended to the Curriculum Guidelines was used as an instrument to investigate thirty English teachers’ perceptions regarding the troublesome structures for their students. Further, an in-depth content and quantitative analysis was conducted to investigate the recycling presentation of the five major troublesome structures for students in the textbooks, including (1) recycling distribution, (2) recycling frequency, (3) recycling rate, (4) spiral presentation, and (5) degree of contextualization for recycling. The textbooks being examined are from five publishers, including Longman, Joy, Kang-Hsuan, Nan-i, and Hess. The five troublesome structures for junior high school students included present perfect, relative clause, passive voice, past perfect, wh-clause, and present/past participle as adjective. As past perfect is not targeted in all textbooks, it was excluded in the study; the rest of the five structures were the target structures in this study. Owing to the difficulty of these structures, it was supposed that adequate recycling should be provided in the textbooks. The recycling of the five structures was then examined after they are first taught. The results of analysis can be summarized as follows. First, the distribution of recycled structures falls mostly in two kinds of lessons: lessons that provide spiral learning for the target structure, and review or recycle lessons that aim to review the structures. Second, the overall recycling frequencies of structures in textbooks from high to low are: Present perfect > Relative clause > Passive voice > Wh-clause > Present/Past participle as adjective. This order matches with teachers’ perceptions of the level of difficulty these structures are. This indicates that textbooks do emphasize more on the structures that are regarded by teachers to be troublesome. Third, the extent target structures are recycled in textbooks is as follows: Textbook K > Textbook N > Textbook L > Textbook J > Textbook H. Averagely, Textbook K, Textbook N, and Textbook L normally provide more recycling of target structures for learners compared to Textbook J and Textbook H. However, if considering the quality of recycling in the textbooks, Textbook N performs the best among all, for it provides at least a threshold of five exposures to a target structure in most lessons. Although Textbook K has the highest recycling rate, it does not show similar high quality of recycling. Fourth, Textbook L, Textbook K, and Textbook N tend to provide spiral learning for the structures, facilitating the recycling of the structures for students. With the spiral lesson, more recycling of the structures is provided. Fifth, the proportions for recycling structures in passages/dialogues in textbooks range between 30% and 55%. Although Textbook N and Textbook J tend to present the recycled structures in passages or dialogues, the percentages are only around 50%, showing the inadequacies of textbooks for presenting structures in large contexts, like passages and dialogues. Overall, based on the research findings, some pedagogical implications are provided in the study for textbook writers and language teachers.
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Books on the topic "Junior High School English Curriculum"

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Alberta. Alberta Education. Language Services. ESL instruction in the junior high school: Curriculum guidelines and suggestions. Alberta Education, 1988.

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Education, Alberta Alberta. Junior high language arts: Recommended novels and non fiction, 1989. Alberta Education, 1989.

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Carrollton-Farmers Branch Independent School District (Tex.). Junior high school curriculum. The Dist., 1988.

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Committee, Prince Edward Island Junior High Review. Junior high school review: Report of the Junior High Review Committee. The Committee], 1994.

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Branch, Alberta Curriculum. Junior high language arts curriculum guide. Alberta Education, 1987.

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Marilyn, Nelson, Scaletta Kurtis, and Educational Resources Information Center (U.S.), eds. Lessons for understanding: A junior high and high school curriculum on perspective-taking. Institute on Community Integration (UAP) the College of Education & Human Development, University of Minnesota, 1999.

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Horseheads Central School District (N.Y.), ed. High school English language arts curriculum guide. The District, 1991.

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Alberta. Alberta Education. Language Services. Two year German second language program for junior high school: Curriculum guide. Alberta Education, Language Services Branch, 1987.

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Liz, Dodge, ed. Weaving in the women: Transforming the high school English curriculum. Boynton/Cook, 1993.

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Liz, Dodge, ed. Weaving in the women: Transforming the high school English curriculum. Boynton/Cook, 1999.

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Book chapters on the topic "Junior High School English Curriculum"

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He, Shanyun, and Minghua Zheng. "How to Plan a School-Based Curriculum in a Junior High School." In Curriculum Reform and School Innovation in China. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-8630-4_6.

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Ohagi, Asuka. "Japanese-Language Education at Junior High School: Post-yutori, the PISA Shock, and the Abe Administrations." In Japan’s School Curriculum for the 2020s. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2076-9_9.

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Guo, Yixuan. "Analysing English Writing Anxiety Among Junior High School Students." In Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_118.

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Hall, James M., and Fiona Copland. "Learning to Mentor Junior High School Teachers in Japan." In International Perspectives on Mentoring in English Language Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99261-3_7.

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Agustina, Noni, Ilza Mayuni, and Ifan Iskandar. "Is Critical Thinking Accomodated in Junior High School English Textbook?" In Proceedings of the 3rd International Conference on Educational Science and Teacher Profession (ICETeP 2021). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-19-0_6.

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Chen, Qiumei, and Fanzhe Kong. "A Comparative U.S.-China Study of Quality Criteria for Junior High School Mathematics Instructional Materials." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_25.

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AbstractIn the context of the continuous deepening of curriculum reform and the urgent need to improve the current situation of textbook evaluation, China has paid more and more attention to the quality evaluation of instructional materials. This study takes the U.S. Quality Instructional Materials Tool and the Chinese Compulsory Education Textbook Review Tool as comparative objects, and systematically compares the quality criteria of junior high school mathematics instructional materials from the perspectives of evaluation bases, contents, procedures and methods, with a view to shedding light and making reference to the construction of quality criteria of junior high school mathematics instructional materials in China.
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Wu, Meijie, Ke Xu, and Jianna Qiu. "Research on Student-Centered English Reading Teaching in Junior High School." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. https://doi.org/10.2991/978-2-38476-311-5_12.

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Zhou, Mei, and Wenjin Shen. "Exploration of Interdisciplinary Theme Based Teaching of Information Technology Curriculum in Junior High School." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-400-6_54.

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Duan, Huimin. "Application of Deep Learning Algorithms in Junior High School English Listening Training." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. https://doi.org/10.2991/978-2-38476-309-2_41.

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Ku, Chien-kuo, and Cheng Da Wu. "The Studies of Environmental Ionizing Radiation Curriculum Indicators for Taiwan’s Elementary and Junior High School." In Progress in Sustainable Energy Technologies Vol II. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07977-6_23.

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Conference papers on the topic "Junior High School English Curriculum"

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Harmanto, Beti Sari, Siti Habibah, et al. "Integration of Digital Citizenship Values on Pancasila Education’s Curriculum at Junior High School Level in Surabaya City." In The International Conference on Humanities Education, Law, and Social Science. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013411100004654.

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Adioska, Medi. "An Analysis of Curriculum 2013 English Textbook at Seventh Grade Students of Junior High School." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.059.

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Rahmawati, Rahmawati, Ridwan Ridwan, and Jonna Calambro. "A Comparative-Case Study of Junior High School English Curriculum between Indonesia and the Philippines." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305231.

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Setiawan, M. H., F. T. Sumaryanto, and D. A. L. Bharati. "The Evaluation of Curriculum 2013 Implementation in English Subject at Islamic Junior High School Al Madina Semarang." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290273.

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ELMIATI, Elmiati, Suharni SUHARNI, and Yelliza YELLIZA. "The Development of English Textbook Based on Problem-Based Learning for Junior High School Class VII as the Implementation of Curriculum 2013." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.37.

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Sumarni, Eni, Samsudi Samsudi, Sukestiyarno Sukestiyarno, and Achmad Rifai. "Attitude Assessment In Learning English Based On The 2013 Curriculum For Junior High Schools." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290334.

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Waluyo, Untung, Henny Soepriyanti, and Lalu Ali Wardana. "Exploratory Study of Pedagogical Competence Among English Teachers in Junior High Schools in East Lombok Regency in Applying 2013 Curriculum-Based Learning Models." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.080.

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Herlanti, Yanti, and Ahmad Soleh. "Scientific Literacy Among Junior High School Students in Different Curriculum." In International Conference on Education in Muslim Society (ICEMS 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.11.

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Ye, Jingya. "An Analysis of Junior High School Students’ English Vocabulary Learning Strategies." In 2021 International Conference on Education, Language and Art (ICELA 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.124.

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Chantanarungpak, Kanokphon, Sangkama Sarawat, Prakobkiat Imsiri, Sasithon Yuwakosol, and Danucha Saleewong. "Development of Media Literacy Curriculum for Junior High School Students in Thailand." In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.65.

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Reports on the topic "Junior High School English Curriculum"

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Benski, Alice. A study of the role of acrylic paints in the secondary and junior high school art curriculum. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.623.

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Lu, Vivian. The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7047.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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