Academic literature on the topic 'Schools with integrated classes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Schools with integrated classes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Schools with integrated classes"
1
Łubianka, Beata, Sara Filipiak, and Katarzyna Mariańczyk. "Developmental Changes in the Locus of Control in Students Attending Integrated and Non-integrated Classes during Early Adolescence in Poland." Behavioral Sciences 10, no. 4 (2020): 74. http://dx.doi.org/10.3390/bs10040074.
Full textAbstract:
This article reports the results of a longitudinal study on the development of context-specific locus of control related to situations of success and failure in Polish adolescents. The participants were 90 primary school students, including 30 who learned in integrated classrooms and 60 who went to non-integrated classes in schools with and without an inclusive curriculum, located in Lublin, Poland. The students were surveyed during a three-year schooling period (when they were in the sixth, seventh, and eighth grade). The research was carried out in the years 2016–2019. The Locus of Control Questionnaire (LOQ and LOQ-R) by Krasowicz-Kupis and Kurzyp-Wojnarska measured locus of control. These instruments measure generalized locus of control and allow the assessment of context-specific locus of control related to situations of success and failure, as well as school, parent, and peer settings. At the first stage of this study, students in non-integrated classrooms in schools without an inclusive curriculum were characterized by a more internal locus of control, both generalized and in situations of failure, compared to students of non-integrated classrooms in schools with an inclusive curriculum. At seventh grade, students of integrated classes were more external in situations related to their school activity, compared to their peers from non-integrated classrooms. Moreover, we observed developmental changes in locus of control of students from non-integrated classes but only those who attended schools with an integrated curriculum.
2
Helandri, Joni, Rifki Gazela, Muzanni Muzanni, Halik Nasri, and Anggi Harseto. "Perbedaan Pendirian Sekolah Berdasarkan Jenis Kelas Islam Perspektif Hukum Islam." Hutanasyah : Jurnal Hukum Tata Negara 2, no. 1 (2023): 17–30. http://dx.doi.org/10.37092/hutanasyah.v2i1.528.
Full textAbstract:
This study aims to analyze the differences in the establishment of schools based on the type of Islamic class from the perspective of Islamic law. This study identifies the factors that influence the establishment of schools with Islamic classes, analyzes the differences in educational approaches between schools with Islamic classes and public schools, and explores the perspective of Islamic law regarding the establishment of schools with Islamic classes. The research method used is qualitative research with inductive data analysis. The research findings indicate that factors such as societal needs, approaches to religious education, and adherence to Islamic legal requirements influence the establishment of schools with Islamic classes. The results of the analysis also show differences in educational approaches between schools with Islamic classes and public schools, with an Islamic education approach that is more integrated in schools with Islamic classes. The perspective of Islamic law underscores the importance of fulfilling the requirements of Islamic law in the establishment of schools with Islamic classes, such as ensuring proper religious teaching, the presence of qualified teachers, and the management of funds according to Islamic principles. This research provides insights for educational policy makers and related parties in understanding the differences in the establishment of schools based on the type of Islamic class from the perspective of Islamic law.
3
Akhmad Akbar, Tiara Utami, Pauziah Pauziah, and Opi Andriani. "Pendidikan Segregasi, Integrasi Dan Inklusi." Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial 2, no. 2 (2024): 54–61. http://dx.doi.org/10.61132/nakula.v2i2.550.
Full textAbstract:
Segregated education is an educational service that separates educational services between children with special needs and normal children, schools for children with special and normal needs. In the form of special schools and special primary schools. Integrated education is an integrated education service that unites children with special needs and normal children in the same class and at the same school as normal children. Integration education services are divided into regular classes, regular classes with special guidance rooms and special classes. And inclusive education services are educational services that are carried out in a sustainable, planned and directed manner to develop the potential that exists in children with special needs so that they can adapt to their environment. Inclusive education services have several educational service models such as the regular class model, cluster model, Pull Out model, cluster and Pull Out model, special class model and full special class model.
4
Cihan, Kılıç, and Özaydınlı-Tanrıverdi Belgin. "Integrated Mathematics and Science Instruction on Motion Problems in Grade 9 Classes." Education Quarterly Reviews 5, Special Issue 2 (2022): 136–56. https://doi.org/10.31014/aior.1993.05.04.611.
Full textAbstract:
The integration of mathematics and science in teaching facilitates student learning, engagement, motivation, problem-solving, critical thinking, and real-life application. Although curriculum integration is theoretically desirable for many educators, what to integrate and how to integrate are often the big questions facing teachers working within education systems premised on a culture of segregated subject delivery. This quasi-experimental study reports on a 2-week inquiry of the implementation of an integrated unit of learning on motion problems, within upper secondary education in Turkey. In order to reveal the effect of the instruction on students with different mathematics achievements, the study was conducted with 131 students in two different schools. In the design of the integrated unit, continuum model of learning and four-stages of learning model were employed. The study employed a quantitative approach and examined the key aspects of the practice of the integration of mathematics and science teaching. In light of the data obtained, it was concluded that teaching the subject Motion Problems through an integrated design had a positive effect on students’ learning for the experimental groups in each school.
5
Skobeleva, Oksana Olegovna. "Integrated English and Literature course in law schools sponsored by government agencies." Samara Journal of Science 6, no. 3 (2017): 312–16. http://dx.doi.org/10.17816/snv201763311.
Full textAbstract:
This paper deals with the problem of improving linguistic and cultural skills of students by introducing integrated foreign language and literature classes into the educational process. The integration of cultures in the departmental law institutions is an important element in the training of specialists whose competence is largely determined by their professional skills as well as by the ability to use a foreign language in terms of establishing contacts with representatives of other cultures and the ability to work independently with scientific and practical documentation and literature, to conduct business correspondence and negotiations. The work outlines the basis for the development of an integrative course of English and literature and offers a series of sessions on interdisciplinary interactions. The conducted researches have shown that interdisciplinary connections in foreign language classes have a positive impact on the quality of the educational process: cadets horizons are expanding, motivational aspect of training is increasing, educational and research activity is becoming more active, moral education is formed, and communicative skills of trainees are developing. The obtained results testify to the need to develop such classes within any specialization and orientation, since integrated courses significantly expand cognitive and language skills of students.
6
Song, Hyun-min, and Jeong-Ryeol Kim. "Teachers' Perceptions of Content and Language Integrated Elementary English Education." Korean Journal of Teacher Education 39, no. 1 (2023): 5–25. http://dx.doi.org/10.14333/kjte.2023.39.1.01.
Full textAbstract:
Purpose: The current study aimed to investigate teachers' perceptions of content-integrated classes:the success factors of content-integrated classes and elementary school teachers’ understanding andknowledge of content-integrated classes.
 Methods: To this end, 155 surveys of elementary school teachers were analyzed drawing upon thecurrent status of teachers' English ability and content-integrated classes, preferred grades and subjects,and success factors and difficulties of content-integrated classes, and the surveys were then classifiedunder six understanding and knowledge categories through factor analysis.
 Results: The most preferred grade for the content-integrated class was the fifth grade, followed bythe sixth grade, with the higher grades being favored by the teachers due to the students’ Englishability. Functional subjects such as art, physical education, and music were preferred in the surveyand this was attributed to the students’ interest, motivation and the nature of the subjects beingexperiential. Teachers considered the teachers’ and the students’ English ability to be both successfactors and to be related to difficulties when conducting content-integrated classes. In addition, it wasdiscovered that the factor analysis could restructure the elementary school teachers' understanding andknowledge of content-integrated classes to include the necessity and effect of such classes, their methods,conditions for conducting such classes, their success factors, definitions and recognition categories.
 Conclusion: The current study concluded that the English and content-integrated classes are moreappropriate for the higher grades in elementary schools as their English skills can meet the demandsof English vocabulary and expressions adopted in such classes. In addition, more experiential subjectsare preferred due to the interests which motivates students to participate in content-integrated classes.
7
Hodam, Henryk, Andreas Rienow, and Carsten Jürgens. "Bringing Earth Observation to Schools with Digital Integrated Learning Environments." Remote Sensing 12, no. 3 (2020): 345. http://dx.doi.org/10.3390/rs12030345.
Full textAbstract:
The digital integrated learning environments (ILEs) for earth observation described in this article are bringing the complex topic of earth observation into classrooms. They are intended to give pupils with no prior experience in remote sensing the opportunity to solve tasks with earth observation data by using the same means that professionals have at hand. These learning environments integrate remote sensing tools and background knowledge in a comprehensive e-learning environment. They are tailored for use in schools, whereby the curriculum typically does not include earth observation, teachers are generally not familiar with its concepts, and the technical infrastructure is still not quite ready for digital teaching resources. To make the learning environments applicable, the special demands and obstacles presented by a school environment have to be considered. These obstacles are used to derive the requirements for the use of satellite data in school classes and create classroom resources in terms of technology, didactics, and e-learning. The concept itself was developed ten years ago, and since, then multiple applications have been created and used in classes. Data from an online questionnaire focuses on the specific qualities of the learning modules, enabling us to assess whether the concept works, and where there is need for improvement. The results show that the learning environments are being used, and that they continue to open the minds of pupils and teachers alike to a new perspective on the earth.
8
Machreich, Miklas, and Arto Kallioniemi. "Rehtorien näkemykset osittain integroituneen katsomusaineiden opetukseen siirtymisen taustalla vaikuttavista tekijöistä." Ainedidaktiikka 7, no. 1 (2023): 28–50. http://dx.doi.org/10.23988/ad.114671.
Full textAbstract:
Artikkelissa tarkastellaan osittain integroidun katsomusaineiden -uskonnon ja elämänkatsomustiedon- opetuksen toteuttamistapoja pääkaupunkiseudulla sekä rehtorien näkökulmia siitä, miksi opetus on toteutettu osittain integroidusti perusastella. Tutkimuskysymyksiksi muodostuivat: 1) Millä tavalla koulut ovat järjestäneet ja suunnitelleet osittain integroidun katsomusaineiden opetuksen kouluissaan? ja 2) Mitkä olivat rehtorien mukaan suurimmat syyt ja tekijät siihen, miksi kouluissa on siirrytty osittain integroituun katsomusaineiden opetukseen? Tutkimukseen valikoitui kuusi rehtoria pääkaupunkiseudulta, jotka työskentelivät kouluissa, missä katsomusaineiden opetus toteutetaan integroidusti. Rehtoreita haastateltiin teemahaastattelun avulla ja haastattelut analysoitiin aineistolähtöisellä sisällönanalyysillä. Rehtoreiden kuvaamana integroitua katsomusaineiden opetusta toteutetaan kolmella eri tavalla 1 vuosiluokalle, 2-4 vuosiluokalla tai koko perusasteella. Siirtymän taustalla oleviksi tekijöiksi muodostettiin haastattelujen pohjalta neljä kategoriaa. Nämä kategoriat kuvaavat osittain integroituun katsomusopetukseen siirtymisen taustalla olevia tekijöitä. Kategoriat olivat: 1. ideologiset tekijät ja katsomusaineiden luonne oppiaineina, 2. kulttuurisen moninaisuus kasvu, 3. mahdollisuus rakentaa opetus uudella, tarkoituksenmukaisemmalla tavalla ja 4. opetuksen organisointiin liittyvät tekijät. Yhdessäkään tutkimuksen koulussa siirtymän takana ei ollut vain yksi näistä tekijöistä, vaan eri tekijät toimivat yhdessä siirtymän syynä. Principals’ Descriptions of Reasons for Transition to Partially Integrated Worldview Education at the Comprehensive Level This article examines how the teaching of partially integrated worldview education (religious education and secular worldview and ethics) is implemented in comprehensive schools in the Helsinki metropolitan area. The focus is on principals’ approaches concerning the principles of why teaching is actualized in a partially integrated way. The two main research questions are: 1. How and in what ways have schools planned and organized partially integrated worldview education? 2. What are the major reasons and factors why transmission to partially integrated worldview education has taken place in schools? Six principals were selected from schools where worldview education was organized in an integrated way. The principals were interviewed with a focused interview and the interviews were examined using content-based analysis. According to the principals’ descriptions, partially integrated worldview education was organized in three different ways: 1. for classes 1-2; 2. for classes 2-4-a; and 3. for all school classes. Four categories were constructed as factors of transmission: 1. Views of worldview education’s character as a school subject, 2. the increasing of cultural diversity, 3. the possibility of developing education in a new and more suitable way and 4. organizational factors. In all schools, several reasons were found which together were influential as a source of transmission. Kew words: worldview education, religious education, worldview and ethics education, partially integrated worldview education, Finnish model of worldview education
9
Dudek, Mieczysław. "Integracja edukacyjna w ocenie młodzieży szkół ponadpodstawowych." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 23, no. 2 (2024): 152–61. http://dx.doi.org/10.54937/ssf.2024.23.2.152-161.
Full textAbstract:
The aim of this article is to present the problem of integration of students with special educational needs from the perspective of students from integrated post-primary schools. A total of 183 students in integrated classes were surveyed. Among the respondents were 60 pupils with a statement on the need for special education. The results of the research revealed a complex picture of the situation in these classes. The majority of pupils with special needs declare that they feel comfortable in these classes. At the same time, only half of their healthy peers believe that the presence of their peers with disabilities is beneficial to the classroom community.
10
Puspita, Aurelia Melinda Herka, and Joseph Ernest Mambu. "TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 2 (2020): 259. http://dx.doi.org/10.15639/teflinjournal.v31i2/259-276.
Full textAbstract:
The incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP perspectives are integrated within the learning process to teach four basic English skills, although the teachers were not familiar with CP. Two in-service English teachers from a private junior high school in Central Java, Indonesia, filled in a questionnaire designed to identify their pedagogical identity. They were also interviewed and observed to further investigate their responses in the questionnaire and to explore the realization of the CP practice. The data was classified based on the components of critical language pedagogy proposed by Crookes (2013). The results showed that as students’ wholeness was acknowledged, the learning process integrated cultural and critical contents to teach a particular language feature. During the learning process, there was a great deal of the inclusion of spiritual values as a way of demonstrating the students’ criticality.
Dissertations / Theses on the topic "Schools with integrated classes"
1
Davis, Welch JerMara Camille. "Race & Class: An Intergenerational Study of Privileged African Americans Educated in Predominantly White and Integrated Suburban Schools." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556870.
Full textAbstract:
This dissertation sought to better understand the K-12 school experiences of middle and upper income Blacks educated in predominantly White and integrated suburban school systems. Through the narratives of six (6) participants—four females and two males (split evenly between Generations Y and Z)—the study contributes toward knowledge on African American within-group differences and perspectives on K-12 school experiences. The theoretical frames of social location and trust were used to help guide this investigation. Through social location, I sought to understand the interconnectedness of one's race, class, and gender and how these locations impact school experiences. Through the theoretical frame of trust, I sought to understand "overall" participant confidence in the educational processes (academic and social) they underwent. While findings from this dissertation matched some of what is already well-documented on the K-12 school experiences of Black American students in general, by focusing on within-group differences relevant to class and generational grouping, key variances in experiences (not often reported) were revealed. For example, as the study was intergenerational in scope, there was a clear generational divide among study participants in terms of their views relating to how race impacted their K-12 school experiences. Despite the fact that most felt that their schools were not sensitive to their needs as African Americans, race seemed to be less of a concern with Gen Z'ers than with Gen Y'ers. More specifically, while participants from Generation Y were explicit in stating that race had an impact on their school experiences, Generation Z was hesitant to say that race influenced their experiences. Interestingly, as all participants dealt with racial stereotyping, the biggest perpetrators of such stereotypes were peers and not educators. The influence of socioeconomic class on school experiences was also significant as most participants felt that their economic status influenced their cross-cultural interactions. In addition, while the social location of gender was not heavily emphasized in this dissertation, there were variations in perspectives stratified across gender lines. Taken together, a major conclusion was that one's social location (inclusive of generational grouping) cannot be ignored when taking into account the academic experiences of African American students as a whole. Finally, this dissertation highlighted the overall confidence each participant had in the educational process they experienced (academically and socially). Although all encountered some tough circumstances directly related to their social location, everyone felt positive overall about their school experiences—perceiving the academic training they received and inter-ethnic social interactions, as an asset.
2
Al-Shammari, Mohamad Hilal. "Integrated data analytics of germline mutation classes in human cancers : an integrated bioinformatics analysis to investigate associations between germline mutation classes and human cancers." Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/6318.
Full textAbstract:
Biological and environmental factors contribute collectively to the development of human cancers. The primary focus of this research project was to investigate the impact of germline gene mutations, as a significant biological factor, on 29 major primary human cancers. For this I obtained data from multiple databases, including the Genetic Association Database (GAD), Sanger database (COSMIC), HGMD database, OMIM data and PubMed literature. Using the Extraction Transform and Load (ETL) process, 424 genes were obtained with 8,879 cancer mutation records. By integrating these gene mutation records a Human Cancer Map (HCM) was constructed, from which several sub-maps were derived based on particular mutation classes. Furthermore, a Protein-Protein Interaction Map (PPIM) was constructed based on the encoded proteins of the 424 gene set. Several key questions were addressed using the HCM and its sub-maps including the following: (i) Are individual groups of primary cancers associated with specific subset of genes (within the 424 full set)? (ii) Are groups of primary cancers associated with particular mutation classes? (iii) If both questions prove to be true, are groups of cancers associated with particular mutation class of target genes? This project also explored whether a corresponding Protein-Protein Interaction Map, derived from the Missense/Non-sense Mutation portion of the HCM gene set, would provide further information on gene associations between primary cancers in terms of the consequent identical amino acid changes involved. Results showed that: (1) closely-connected human cancers in the HCM exhibited a strong association with a particular mutation class; (2) Missense /Nonsense and Regulatory mutations played a central role in connecting cancers (i.e. via primary nodes) and so significantly influenced the construction of the HCM; (3) Genes with Missense/Nonsense and Regulatory mutations tended to be involved in cancer-associated pathways; (4) Using the kappa test to measure the extent of agreement between two connected primary cancers in the sub-HCMs, BRCA1, BRCA2, PALB2, MSH2, MSH6, MLH1, CDKN2A, and TP53 showed highest agreement for 5 of 10 mutation classes; (5) From the PIPM, it was evident that BRCA1, MSH6, BARD1, TP53, MSH2 and CHEK2 proteins best connected Breast, Ovarian, Prostate and Bowel primary cancers, and so the latter could represent 'driver proteins' for these cancers. In summary, this project has approached the analysis of gene involvement in human primary cancers from the starting position of the mutation class that harbours the specific gene mutation. Together with their downstream resultant alterations in the associated proteins, this analysis can provide insights into the relatedness of primary human cancers and their potential gene hierarchies. These data may therefore help us to understand more fully the etiology, diagnosis and potentially personalized treatments for cancer.
3
Al-Shammari, Mohamad H. "Integrated data analytics of germline mutation classes in human cancers. An integrated bioinformatics analysis to investigate associations between germline mutation classes and human cancers." Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/6318.
Full textAbstract:
Biological and environmental factors contribute collectively to the development of human cancers. The primary focus of this research project was to investigate the impact of germline gene mutations, as a significant biological factor, on 29 major primary human cancers. For this I obtained data from multiple databases, including the Genetic Association Database (GAD), Sanger database (COSMIC), HGMD database, OMIM data and PubMed literature. Using the Extraction Transform and Load (ETL) process, 424 genes were obtained with 8,879 cancer mutation records. By integrating these gene mutation records a Human Cancer Map (HCM) was constructed, from which several sub-maps were derived based on particular mutation classes. Furthermore, a Protein-Protein Interaction Map (PPIM) was constructed based on the encoded proteins of the 424 gene set.
Several key questions were addressed using the HCM and its sub-maps including the following: (i) Are individual groups of primary cancers associated with specific subset of genes (within the 424 full set)? (ii) Are groups of primary cancers associated with particular mutation classes? (iii) If both questions prove to be true, are groups of cancers associated with particular mutation class of target genes? This project also explored whether a corresponding Protein-Protein Interaction Map, derived from the Missense/Non-sense Mutation portion of the HCM gene set, would provide further information on gene associations between primary cancers in terms of the consequent identical amino acid changes involved.
Results showed that: (1) closely-connected human cancers in the HCM exhibited a strong association with a particular mutation class; (2) Missense /Nonsense and Regulatory mutations played a central role in connecting cancers (i.e. via primary nodes) and so significantly influenced the construction of the HCM; (3) Genes with Missense/Nonsense and Regulatory mutations tended to be involved in cancer-associated pathways; (4) Using the kappa test to measure the extent of agreement between two connected primary cancers in the sub-HCMs, BRCA1, BRCA2, PALB2, MSH2, MSH6, MLH1, CDKN2A, and TP53 showed highest agreement for 5 of 10 mutation classes; (5) From the PIPM, it was evident that BRCA1, MSH6, BARD1, TP53, MSH2 and CHEK2 proteins best connected Breast, Ovarian, Prostate and Bowel primary cancers, and so the latter could represent ¿driver proteins¿ for these cancers.
In summary, this project has approached the analysis of gene involvement in human primary cancers from the starting position of the mutation class that harbours the specific gene mutation. Together with their downstream resultant alterations in the associated proteins, this analysis can provide insights into the relatedness of primary human cancers and their potential gene hierarchies. These data may therefore help us to understand more fully the etiology, diagnosis and potentially personalized treatments for cancer.
4
SILVESTRI, LORENZO. "Novel classes of bandpass filters in substrate integrated waveguide technology." Doctoral thesis, Università degli studi di Pavia, 2019. http://hdl.handle.net/11571/1245810.
Full textAbstract:
The evolution of the Internet of Things (IoT), Wireless Sensor Network (WSN) and the emerging market of the fifth generation mobile (5G) is leading the microwave community towards new challenges, created by growing demands for interconnected components. IoT and WSN are groups of autonomous spatially distributed elements (sensors or tags) that communicate between each other for a specific purpose: to track an object or being, measuring their vitals by responding to requests relating to the physical parameters of their surrounding environment. The use of these components spans across many occupational fields and, for both the academic and the industrial fields, they present new and exciting possibilities. In IoT, for example, the wide distribution of “things” requires easily manufactured and disposable elements to be mass produced at a low cost. Furthermore, the deployment of complete wireless systems and sensor nodes requires the implementation of a technology with an efficient scale of integration. In this scenario, the Substrate Integrated Waveguide (SIW) technology could become an important player by being an optimal trade-off between highly efficient yet bulky metallic waveguide components and low cost yet easily embeddable planar components. In addition, from the System-in-Package (SiP), adopted in the design of RF circuits, the System-on-Substrate (SoS) paradigm can be achieved with this technology.
For these reasons, this Doctoral Thesis examines the potentialities of Substrate Integrated Waveguide (SIW) technology applied, in particular, to microwave bandpass filter design. The application of these components scopes across many fields - from base stations to satellite communications. The decision to realize these components based on the SIW technology is expounded with the previous motivations.
The Thesis is organized in 5 Chapters, describing the novel classes of bandpass filters designed and realized during my Ph.D. In particular, Chapter 1 is devoted to a critical Introduction of the SIW technology with a selection of bandpass filters that have inspired this work. Chapter 2 describes the study of a new class of SIW filters based on the periodical perforation of the dielectric substrate: the local effective permittivity, reduced by the perforation of the substrate, creates waveguide sections below cut-off, defining an iris-type like filter design. In order to reduce the size of this structure the Half-mode and Folded Half-mode SIW filters have been designed, realized and measured. Chapter 3 introduces a new class of dual-mode air-filled SIW cavity filters. This structure combines the advantages of an air-filled and a dual-mode structure, namely low loss and size reduction. A theoretical model, based on an equivalent transmission line, relates the filter characteristics to the variation of a few geometrical parameters. From this analysis, doublets, that are building blocks for the design of higher order filters, are deeply investigated. In Chapter 4, a further study, based on the dual-mode air-filled SIW cavity (Chapter 3) is presented. In particular, this topology, in contrast to the previous structure, is realized considering a complementary geometry, obtained by removing the lateral dielectric portions of the substrate – instead of the central portion of the SIW cavity. This new structure gives a degree of freedom related to the possibility to locate the transmission zeros both below or above the pass-band of the filter. A novel class of mushroom shaped resonator SIW filter is described in Chapter 5. With this topology is possible to obtain the maximum number of transmission zeros, equal to the number of resonators, in an in-line configuration, for an improved selectivity. In addition, the overall length, compared to the classical in-line filters with inductive obstacles, is smaller.
In the Conclusions, the results of the work are briefly summarized with an overview of the improvements achieved.<br>The evolution of the Internet of Things (IoT), Wireless Sensor Network (WSN) and the emerging market of the fifth generation mobile (5G) is leading the microwave community towards new challenges, created by growing demands for interconnected components. IoT and WSN are groups of autonomous spatially distributed elements (sensors or tags) that communicate between each other for a specific purpose: to track an object or being, measuring their vitals by responding to requests relating to the physical parameters of their surrounding environment. The use of these components spans across many occupational fields and, for both the academic and the industrial fields, they present new and exciting possibilities. In IoT, for example, the wide distribution of “things” requires easily manufactured and disposable elements to be mass produced at a low cost. Furthermore, the deployment of complete wireless systems and sensor nodes requires the implementation of a technology with an efficient scale of integration. In this scenario, the Substrate Integrated Waveguide (SIW) technology could become an important player by being an optimal trade-off between highly efficient yet bulky metallic waveguide components and low cost yet easily embeddable planar components. In addition, from the System-in-Package (SiP), adopted in the design of RF circuits, the System-on-Substrate (SoS) paradigm can be achieved with this technology.
For these reasons, this Doctoral Thesis examines the potentialities of Substrate Integrated Waveguide (SIW) technology applied, in particular, to microwave bandpass filter design. The application of these components scopes across many fields - from base stations to satellite communications. The decision to realize these components based on the SIW technology is expounded with the previous motivations.
The Thesis is organized in 5 Chapters, describing the novel classes of bandpass filters designed and realized during my Ph.D. In particular, Chapter 1 is devoted to a critical Introduction of the SIW technology with a selection of bandpass filters that have inspired this work. Chapter 2 describes the study of a new class of SIW filters based on the periodical perforation of the dielectric substrate: the local effective permittivity, reduced by the perforation of the substrate, creates waveguide sections below cut-off, defining an iris-type like filter design. In order to reduce the size of this structure the Half-mode and Folded Half-mode SIW filters have been designed, realized and measured. Chapter 3 introduces a new class of dual-mode air-filled SIW cavity filters. This structure combines the advantages of an air-filled and a dual-mode structure, namely low loss and size reduction. A theoretical model, based on an equivalent transmission line, relates the filter characteristics to the variation of a few geometrical parameters. From this analysis, doublets, that are building blocks for the design of higher order filters, are deeply investigated. In Chapter 4, a further study, based on the dual-mode air-filled SIW cavity (Chapter 3) is presented. In particular, this topology, in contrast to the previous structure, is realized considering a complementary geometry, obtained by removing the lateral dielectric portions of the substrate – instead of the central portion of the SIW cavity. This new structure gives a degree of freedom related to the possibility to locate the transmission zeros both below or above the pass-band of the filter. A novel class of mushroom shaped resonator SIW filter is described in Chapter 5. With this topology is possible to obtain the maximum number of transmission zeros, equal to the number of resonators, in an in-line configuration, for an improved selectivity. In addition, the overall length, compared to the classical in-line filters with inductive obstacles, is smaller.
In the Conclusions, the results of the work are briefly summarized with an overview of the improvements achieved.
5
Cunanan, Ma-Theresa. "Dividing classes : segregation of ethnic minorities in Hong Kong schools." Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/39032/.
Full text
6
MacDonald, Frederick G. "Utilizing Sunday school classes as ministry C.A.R.E. units." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
Full text
7
Watson, Deryn Margaret. "Information technology in geography classes : the appearance and reality of change." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340880.
Full text
8
Wardlow, Michael Thomas. "Essentially Christian in character? : ethos in integrated schools." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603558.
Full textAbstract:
Integrated schools are still relatively new within the educational landscape of Northern Ireland, with the oldest school, Lagan College, recently celebrating its 30th anniversary. In the main governing document of the movement, the 1989 Statement of Principles, the Northern Ireland Council for Integrated Education claimed that integrated education was 'essentially Christian in character', and offered a Christian rather than a secular approach to education. Despite the fact that significant research exists exploring the nature of integrated education, there is scant research focusing on what might be termed an 'integrated ethos' and within that context, there is no research exploring the nature of the Christian ethos within integrated schools. In order to explore this under-researched area, the author carried out two case studies, in two integrated primary schools, which considered how teachers, ancillary staff and board members understood the nature of an integrated ethos, with a particular focus on the Christian element of that ethos. Overall, the research findings showed that an integrated ethos was school specific and drawn from a set of core values, including those held in common by the main world faiths. It contained a number of core elements and was inclusive and multi-denominational. Although theoretically stewarded by the board, its development was delegated to the principal, who was the key former and driver of that ethos. It was intentional and impacted on all elements of school life. It was capable of being changed and in turn could change and impact on the school culture. There was no significant difference in how the two schools types understood and practiced their individual ethos. The research suggested a number of areas for further exploration, including the role of boards in stewarding ethos and whether integrated schools should remain 'essentially Christian in character', in an increasingly multi-cultural society.
9
Barnes, Eleanor H. "Linking Integrated Services With Schools: a Case Study." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30356.
Full textAbstract:
In 1989, a large suburban school district and a cluster of public service agencies initiated a pilot program to provide a multi-agency staffing to develop action plans for identified students. The purpose of this study was to describe the process that was involved in the establishment of this school-linked, integrated program. The research questions that guided data collection in this study were: (1) what was the impetus for initiating this interagency innovation and what resources were required? (2) who were the key players, how were they determined, and in what ways did they plan together to establish and implement this school-linked program? (3) in what ways was the initiation of the pilot program supported or impeded? (4) what is the status of the pilot program today? The case study approach, using qualitative methods of data collection, was used in order to answer these questions of process and understanding. Before data collection began, permission was obtained from the study school district to proceed. Interviews were conducted with selected individuals who participated in the planning or implementation of the program. Documents generated at the time of its establishment were also reviewed. Analysis involved the organization of data into coded categories followed by a search for themes and patterns to provide a detailed and rich description of the process. The findings of the study are presented chronologically within two phases, planning and implementation, with themes that emerged discussed within this framework. The results of this study add additional information to the body of research that describes the linking process, from vision to implementation, that occurs when a school district and community agencies work together to address children's needs. Conclusions from the study are presented as well as implications for future endeavors and recommendations for further research.<br>Ed. D.
10
Spratt, Brenda Roberts. "A comparative study of children enrolled in combination classes and non-combination classes in Fairfax County, Virginia public schools." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/71194.
Full textAbstract:
This study compares the scholastic achievement of 2,811 students enrolled in Fairfax County, Virginia, Public Schools for the 1983-1984 school year. Scholastic achievement of an experimental group of 1,068 students enrolled in combination or split/grade classes is compared with a control group of 1,743 students enrolled in regular graded classes. Five research questions were developed, three of which related directly to grade level student scholastic achievement by comparing test results for combination and regular grade classes, and two which attempted to identify any significance resulting from differences used by principals to select teachers and students for placement in combination classes.<br>Ed. D.
Books on the topic "Schools with integrated classes"
1
E, Hermosa Eleanor Eme, ed. Filipino stories for Filipino children: An anthology from the UP Integrated School Creative Writing classes. University of the Philippines Press, 2001.
Find full text
2
Grigor'ev, Anatoliy, Evgeniy Isaev, Aleksandr Morgunov, and Pavel Tarasov. Integrated object management systems. Embedded information systems. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1171989.
Full textAbstract:
The textbook considers the most popular object management systems in business, providing the possibility of collective work of users united by common business processes, goals and objectives of production activities. It contains a description of management systems of various classes, embedded information systems, their structure, features of application and implementation in the activities of enterprises. The information about the state of the market of such systems in Russia is given, as well as descriptions of the most popular systems in each class are given. 
 The manual is based on the materials of lectures on the disciplines "Tools for supporting collective work" and "Information Systems in marketing", which are studied in the bachelor's degree of the National Research University "Higher School of Economics" at the Faculty of Business and Management. 
 Meets the requirements of the federal state educational standards of higher education of the latest generation.
 For students of higher educational institutions studying in the areas of training 09.03.02 "Information systems and technologies", 38.03.02 "Management", as well as for students in other economic specialties and specialists in this field.
3
Commissiong, Florence. Integrated science for Caribbean schools. 2nd ed. Heinemann, 1989.
Find full text
4
Florine, Dalgety, and Lambert Norman, eds. Integrated science for Caribbean schools. 2nd ed. Heinemann, 1989.
Find full text
5
Britain, Great, ed. Local management of schools: Grant-maintained integrated schools. Department of Education, Northern Ireland, 1998.
Find full text
6
Waddington, Roger. ASSISTS: Avon Schools Integrated Science Scheme. Avon County Council, 1987.
Find full text
7
Britain, Great, ed. Grant-maintained integrated schools local management of schools: Financial statements. Department of Education, Northern Ireland, 1996.
Find full text
8
Ron, Harshman, and Carleton Education Network Inc, eds. Integrated arts. Carleton Education Network Inc., 1994.
Find full text
9
O, Alabi R., ed. Longman integrated science for junior secondary schools. Longman Nigeria, 1985.
Find full text
10
Society, National Autistic, ed. Schools, units & classes for children with autism. 3rd ed. National Autistic Society, 1998.
Find full textBook chapters on the topic "Schools with integrated classes"
1
Ruonakoski, Erika. "The Affective, Social and Bodily Situation." In Sisters of the Brotherhood: Alienation and Inclusion in Learning Philosophy. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-16670-9_4.
Full textAbstract:
AbstractThis chapter deals with the affective, social and bodily situation of learning and teaching philosophy, starting with a discussion of the views articulated by both students and professional philosophers in the interviews and answers to the questionnaire on attitudes to studying philosophy. The discussions of women students’ “love” or “passion” for philosophy and of the dynamics of alienation from philosophy lead to an examination of the alienation related to students’ social class, raceand sexual orientation. As we saw earlier, feminist pedagogy has typically tried to surpass the idea of reason that operates as separate from the feeling, sensing and moving body. In this chapter, I discuss the aspect of the senses and how they are and could be integrated in processes of learning more comprehensively. At the end of the chapter, I describe two summer schools. The first of these is the Icelandic one, Philosophy of the Body, which examined the possibility of teaching philosophy “through the body”. The second is the Danish summer school titled Feminist Political Philosophy.
2
Lingard, Bob, Wayne Martino, and Martin Mills. "Single-Sex Classes and Schools for Boys." In Boys and Schooling. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230582767_4.
Full text
3
Chu, Hye-Eun, Sonya Martin, Ei Seul Kim, and Hyeong Moon Lee. "Arts-Integrated STEM in Korean Schools." In Concepts and Practices of STEM Education in Asia. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2596-2_12.
Full text
4
Koreneva, Anastasiia Viacheslavovna, Oksana Viktorovna Savateeva, and Anastasiia Pavlovna Salishcheva. "USING INTEGRATED LEARNING TECHNOLOGY IN RUSSIAN LANGUAGE CLASSES." In Pedagogy and Psychology of Modern Education. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-104030.
Full textAbstract:
The chapter discusses the specifics of integrated Russian language teaching. The possibilities of its integration with other school subjects are characterized. Based on the analysis of textbooks and questionnaires of teachers of literature, it is determined to what extent the technology of integrated teaching of the Russian language is implemented in the classroom. The system of integrated tasks in the Russian language is presented. It is proved that in the process of integrated teaching of the Russian language, students' knowledge becomes systemic, skills become generalized, complex. The quality of learning of the material both in the Russian language and in those school subjects with which its integration is carried out increases.
5
Sachs, Miranda. "“An Apprenticeship for Life”." In An Age to Work. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197638453.003.0003.
Full textAbstract:
Abstract By the late nineteenth century, most young workers eschewed formal apprenticeships and entered directly into the workforce. To combat this “apprenticeship crisis,” Catholic and republican reformers established vocational training programs. Chapter 2 focuses on Paris’ network of vocational schools. These schools’ innovative curricula integrated academic and manual instruction. In that they created age-specific spaces for young workers, the schools expanded adolescence to the working classes. But in developing these schools, republican reformers drew on a model for vocational training first created by Catholic elites. Catholic elites had created vocational training programs to shape working-class behavior. Chapter 2 argues that the republican reformers who created municipal vocational schools were not trying to universalize adolescence, but instead were carving out working-class adolescence as a stage to prepare for the workforce. The schools thus reinforced the separation between bourgeois, male adolescence and working-class, male adolescence. However, the schools had limited success. Parents and workers’ syndicates expressed ambivalence toward the schools’ method of training workers and the way they restructured the working-class life course.
6
Verma, Rekha, and Atul Razdan. "Role of Tablets as Mood Elevators in the Perception Towards Green Schools." In Advances in Marketing, Customer Relationship Management, and E-Services. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5690-9.ch004.
Full textAbstract:
A green school basically integrates nature into school (mainly through academics, operations, and student/teacher and community engagement) with incorporated natural substance to school educational module. The sole purpose of green schools is to inculcate healthy and nature friendly initiatives with integrated environmental course content in school curriculum. Research shows that environmental training and education might enhance a normal learner's classroom execution and diversified impact on individual's personality as environmental knowledge can make ordinary learners extraordinary. Green schools aim at decreasing the drop-out rate in schools by introducing environmental education as an interesting subject with aspects of learning by doing. Students of Class 6th, 7th, and 8th standard use tabs/tablets for submitting their assignments, tests, and quiz/assessment exams enabling them to be tech-savvy generation. This research will address this issue through a qualitative research and in-depth interviews of students of different green schools of Gujarat.
7
Chiozzi, Giovanna, and Giovanni Nassi. "Strategic Trials of Educ@TIon, the Telecom Italia Solution for Cooperative Digital Learning." In Handbook of Research on Didactic Strategies and Technologies for Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch011.
Full textAbstract:
Educ@tion is an application framework available to teachers, students, and headmasters, based on the integration of open source modules and specific developments of Telecom Italia, which do not require licensing costs. It is made up of a range of innovative didactic applications, which are integrated with an advanced solution for dashboard data management and school administration. The prototype is being tested in several Italian primary and secondary schools. During the academic year 2010/2011, Telecom Italia has run two trials in particular in two Italian high schools (one in Naples and the other in Trent). During these experiences teachers and students have tested the innovative module of editorial mash up, for the collaborative aggregation of multimedia didactic materials. Both schools have highlighted a major student feeling of involvement, their increased enthusiasm for the school and a higher rate of grades in the classes that had been involved in the digital activities.
8
Bell, Derrick. "School Litigation in the Nineteenth Century." In Silent Covenants. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195172720.003.0013.
Full textAbstract:
Ancient Humans Were Aware Of The Tides, but did not know that the far-off moon influenced the ebb and flow of the earth’s oceans. Similarly, the forces that over two hundred years caused black parents to oscillate between segregated and integrated education for their children were often hidden or disguised. What was obvious was the desire to provide their children with an education. Black children were taught in churches and community halls. Beginning in the nineteenth century, black parents in a few northern cities enrolled their children in public schools as soon as those schools were available,. When, as was often the case, the schooling proved disappointing, frustrated parents attributed the ineffective instruction at the schools to one of two assumptions that turned out to be faulty:…1. If the schools were all black, failure was attributed to the racially segregated character of those schools. “If whites were attending these schools,” black parents concluded, “conditions would be better.” This has been the predominant diagnosis both in the nineteenth and, as I shall describe in chapter 10, in the twentieth century. 2. If their children were attending predominantly white schools, blacks assumed that these schools were demonstrably better in physical resources and, thus, the quality of education would be better. In fact, however, school officials provided better schools for middle- and upper-class white students than for the children of the working class. And whatever a white school’s quality, it might not be available to black children or, if it were, it might not be appropriate to meet their needs. Because school officials favor whites, black parents often conclude, our children don’t stand a chance in the integrated schools…. The experience of black parents in Boston, Massachusetts, with separate and integrated school policies, is both instructive and representative. When public schools opened in Boston in the late eighteenth century, black children were neither barred nor segregated. But by 1790, racial insults and mistreatment had driven out all but three or four black children. In this regard, the Boston children’s experience was no different from those of other “free” black children in northern schools. Racial hostility rendered educational equality for black children impossible even though they were attending the same schools as whites.
9
Baranowicz, Krystyna. "Nauczyciele i ich niepełnosprawni uczniowie w szkołach ogólnodostępnych." In Nauczyciel wczesnej edukacji. Oczekiwania społeczne i praktyka edukacyjna. Wydawnictwo Uniwersytetu Łódzkiego, 2011. http://dx.doi.org/10.18778/7525-559-1.14.
Full textAbstract:
There are two major thesis discussed in the paper. At first, the author argues that curriculum of teacher education must be change because many disabled children are at ordinary schools. At second, the author tries to indicate the necessity of coteaching in classes called the integrate class.
10
Hochschild, Jennifer L., and Nathan Scovronick. "Public Schools in the New America." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0012.
Full textAbstract:
THE LANDSCAPE OF PUBLIC SCHOOLING in the United States has changed dramatically over the past 40 years, in part because of substantial movement toward the collective goals of education. Schools are more racially integrated than before Brown v. Board of Education; desegregation continues to contribute to the growth of the black middle class. Levels of school funding are higher than a generation ago, and in many states funding is more equitable across districts. Children with severe disabilities spend more of their days in the mainstream; children with subtle learning problems are increasingly identified and helped; parents have the legal right either to challenge the separation of children with disabilities or to demand special services for them. Most English language learners get at least some help in making the transition to English-speaking classes. Dropout rates have declined for whites and for blacks (although not for Hispanics). NAEP scores are higher in many subjects in most grades, with the greatest gains being made by black students. Most states have adopted standards and are developing curricula and professional development programs to bring those standards into the classroom; some states have shown demonstrable improvement in student learning as a consequence. Schools are increasingly sensitive to students from varied religious and ethnic backgrounds, and curricula are more multicultural. Ability grouping is more flexible than it used to be, more students have access to Advanced Placement classes, more take a reasonably demanding curricula, and more attend college. Through it all, despite concerns and disagreements, Americans have sustained their commitment to public schooling. While conflicts over education policy remain serious and policy irrationality persists, policy and practice have changed in ways that bring the ideology of the American dream closer to reality. These developments took place mostly in a context of economic stability (or even great prosperity) that made it relatively easy to dedicate more resources to public education. Broader political, social, and demographic developments, beginning with civil rights protests, also strongly affected them. Yet schools would not have moved toward greater quality, equality, and inclusiveness unless enough Americans believed deeply in the American dream and expected public education to foster the institutions and practices needed both to promote the pursuit of individual dreams and to keep democracy vital.
Conference papers on the topic "Schools with integrated classes"
1
Bento, Antonio Carlos, Elsa Yolanda Torres-Torres, Claudio Patricio Cantú-Alanis, et al. "Experiments with Smart Greenhouse Project Implementing AI Integrated with IoT Classes." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024966.
Full text
2
Miller, Jeffrey, and Courtney-Lynn Presto. "Equal accessibility to computer science classes in high schools in California." In 2018 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2018. http://dx.doi.org/10.1109/isecon.2018.8340508.
Full text
3
Colibaba, Anca cristina, Irina Gheorghiu, Lucia cintia Colibaba, Ramona Cirsmari, Rodica Gardikiotis, and Anais Colibaba. "REDESIGNING SCIENCE CLASSES THROUGH THE E-CLASSES PROJECT’S INITIATIVES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-122.
Full textAbstract:
The article is a study based on the e-Classes project (Ref. no.: 2017-1-RO01-KA202-037344), a project funded by the European Commission (under the Erasmus+ programme) for the years 2017-2019, which is being developed within an international partnership including institutions (schools, teacher training centres, non-governmental educational organisations and IT centres) from Bulgaria, Italy, Spain and Romania. The project aims to help both VET teachers to revise and strengthen their professional profile and young people to increase their motivation to study science and improve their academic performance. The project has created a collection of videos illustrating basic scientific concepts from science school subjects, on which the project's method relies. The method, the flipped classroom, highly encourages a student-centred learning environment, maximizing students' participation in online and offline activities. By implementing the flipped classroom method teachers empower students to take the responsibility for their learning process and help them develop higher forms of cognitive skills by solving problems, debating or discussing controversial issues (application, analysis, synthesis, and/or evaluation). The paper presents the method, which uses the videos that teachers previously made as the main channel of content delivery, and discusses its benefits and challenges. The paper focuses on the findings of the flipped classroom experiment carried out with students studying at several vocational high schools in Iasi as well as the new roles that the participants, teachers, students and companies, may have in the educational process. It also gives details on how teachers can design their own flipped lessons, implement the flipped methodology and integrate ICT (Information and Communication Technology) and OER (Open Educational Resources) in traditional teaching.
4
J Meadows, James, and Samuel Sambasivam. "Mandatory Gamified Security Awareness Training Impacts on Texas Public Middle School Students: A Qualitative Study." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5117.
Full textAbstract:
Aim/Purpose. The problem statement in the proposed study focuses on that, despite the growing recognition that teenagers need to undergo security awareness training, little is known about the impacts security training experts believe implementing a mandatory gamified security awareness training curriculum in public middle schools will have on the long-term security behavior of students in Texas. Background. This study was guided by the research question: What are the impacts security training experts believe implementing a mandatory gamified security awareness training curriculum in public middle schools will have on the long-term security behaviors of students in Texas? The study gathers opinions from experts on the impacts of security awareness training on students. Methodology. Our research used semi-structured interviews with twelve experts chosen through the use of purposive sampling. The population for the study consisted of experts in the fields of security awareness training for and teaching middle school-aged children. Candidates were recruited through the Cyber-Texas Foundation and snowball sampling techniques. Contribution. The research contributed to the body of knowledge by using interviews to explore the impacts of security awareness training on middle school students based on the opinions and views of the teachers and instructors who work with middle school students. Findings. The findings of this study demonstrate that middle school is an ideal time to provide cybersecurity training and will impact student behaviors by making them more conscious of cyber threats and preparing them to be more tech-savvy professionals. The research also showed that well-designed cybersecurity games with real-world application combined with traditional teaching techniques can help students develop positive habits. The research also suggests that teachers possess the skills to teach cybersecurity classes and the classes can be integrated into the current school day without the need for any significant changes to existing daily schedules. Recommendations for Practitioners. A well-design gamification-based curriculum implemented in Texas Middle Schools, combined with traditional teaching techniques and repeated over an extended time period, will impact students’ behaviors by making them more able to recognize and respond to cyber risks and will transform them into more secure and tech-savvy members of society. Recommendations for Researchers. The research shows middle school instructors and technology experts believe the implementation of a security awareness training program in middle schools is both possible and practical, while also beneficial to the students. The recommendation is to encourage researchers to explore ways to build curricula and games capable of appealing to students and implementing the instruction into school programs. Impact on Society. Demonstrating that training provided in middle school will make lasting impacts and improvements to student behaviors benefits children and their families in the short-term and workplaces in the long-term. The development of a more security-conscious workforce can reduce the significant number of data breaches and cyber attacks resulting from the poor security habits of companies’ users. Future Research. Future research that will add significant value to the body of knowledge includes testing the effectiveness of habit-shaping games to determine whether existing long-term games maintain student interest. Qualitative studies could interview parents of teenagers using habit-shaping games to determine the effectiveness of the applications. Another qualitative study could interview teachers to determine how teachers’ ages affect their comfort level teaching technology classes. Both studies could provide valuable insights into how to implement security awareness training in schools.
5
Wang, Tianchong, and Dave Towey. "A Mobile Virtual Environment game approach for improving student learning performance in integrated science classes in Hong Kong International Schools." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654467.
Full text
6
E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.
Full textAbstract:
Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived team skills acquired by graduate business students differed from those of pharmacy school students. Background: This pilot study examined the usefulness of adding a teamwork skills module imported from a graduate school of business to increasing team skills in a pharmacy curriculum. Methodology: Thirty-five students (22 in a graduate school of business and 13 in a school of pharmacy) took a survey comprised of 15 questions designed on a 5-point scale to self-evaluate their level of skill in working in a team. They were then exposed to a seminar on team skills, which included solving a case that required teamwork. After this intervention the students repeated the survey. Contribution: As the pharmacy profession moves to be more integrated as part of inter-professional healthcare teams , pharmacy schools are finding it necessary to teach students how to perform on teams where many disciplines are represented equally. The core of the pharmacy profession is shifting from dependence on the scientific method to one where team skills are also important. Findings: The small size of the pilot sample limited significance except in the greater importance of positive personal interaction for business students. Directional findings supported the hypothesis that the business culture allows risk-taking on more limited information and more emphasis on creating a positive environment than the pharmacy culture given its dependence on scientific method. It remains moot as to whether directly applying a teaching intervention from a business curriculum can effectively advance the team skills of pharmacy students. Recommendations For Practitioners: Educators in professional schools such as pharmacy and medicine may find curricular guidance to increase emphasis on learning teamwork skills. Recommendations for Researchers: Researchers are encouraged to explore cross-disciplinary exchanges of teaching core business skills. Impact on Society : The question is posed that as pharmacy schools and the pharmacy profession integrate more into the business of pharmacy whether this difference will close. Future Research: A full study is planned with the same design and larger sample sizes and expanding to include students in medical, as well as pharmacy classes.
7
Santa Ana Lozada, PR. "E-LEARNING DURING COVID 19 PERIOD: FLIPPING THE CLASSROOM AND GAMIFICATION AS LEARNING METHODS FOR MATHEMATICAL UNDERSTANDING IN ARCHITECTURE." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7102.
Full textAbstract:
Coronavirus change the world included teaching approaches. With schools closed, technology has become a powerful tool for educational purposes; the potential of elearning affects education significantly as it provides improved informational content and interactive apps to apply theoretical knowledge. Teaching methods should be considered for each subject to ensure students get significant experience. This paper summarizes findings from an empirical study involving a new integrated e-learning method for the architecture structural design course using flipping the classroom and gamification as learning methods. The e-learning solutions used were short videos containing each subject's essential theory and interactive software programmed as smartphone applications containing the course subjects. A web site with the class videos embedded and examples for solving the application's games ensures students get the same information and practice the same exercises. A comparison between classes on-site and online classes is presented to assess this new method's effects. Results were promising; students like to learn about the class subjects at their own pace; they enjoyed practicing mathematical and physics theory feeling inside a video game mood. Students gained motivation, engagement, and good grades during this online learning period; no final exam was needed as they presented a final project using the structural concepts learned. Keywords: educational innovation, flipped classroom, e-learning, gamification
8
ANDRIOAIE, Ana-Maria. "Developing the intercultural competence of upper secondary school students during the english-lesson classes." In "Instruire prin cercetare pentru o societate prosperă", conferinţă ştiinţifico-practică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.16-17-05-2024.p161-168.
Full textAbstract:
This article presents intercultural competence as a key, transversal and integrated competence, which is essential în the context of the globalised XXIth century world. The article highlights plurilingual and pluricultural competence as described in the Common Framework of Reference for Languages and its role in developing the intercultural competence in upper secondary school students. The general competences and the communicative language competences described in the same Common Framework, if enhanced during the English language classes, contribute to developing intercultural competence of high school students. Theater, as an active-participative and experiential method, can be used to develop intercultural competence among upper secondary school students. The article also presents two practical examples of developing the intercultural competence of upper secondary school students through forum theater and newspaper theater.
9
Albeanu, Grigore, Zenovic Gherasim, and Maria Andronie. "DIDACTINO- BEST PRACTICES IN TEACHING, MULTIMEDIA AND E-LEARNING TECHNOLOGIES FOR INNOVATIVE DIDACTICS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-147.
Full textAbstract:
Developing the Teaching, Learning and Evaluation (TLE) methodologies to improve existing best practices in Education is a great challenge. Various resources discussed in this paper are under high speed dynamics when considered the e-Learning process. This paper describes the strategy proposed by DidactINO (POSDRU -137440) project in using information technologies for communication, multimedia processing, and evaluation practices valuable in didactics for kids, medium and high schools classes, including after school classes. The course was developed and used according to the blending learning strategy during five classes (about 150 students) and various statistics are available and used during quality assessment. The following topics were proposed to be used during TLE: 1) The issue on the use of communication technologies, multimedia and e-learning in education; 2) Using communication technologies, multimedia and e-learning in teaching and learning; and 3) Using communication technologies, multimedia and e-learning in teaching evaluation. Practical stages related to developing lessons, tests, and statistics are followed in order to prove abilities in creating adequate eLearning artifacts. The assesment of the course by the learners proved the high value of the course structure and tools promotted for practical applications. Preliminary References 1. Albeanu G., Gherasim Z., Andronie M., Communication, Multimedia and e-Learning Technologies in Education, DidactINO, 2014. 2. Albeanu G., Vladicescu Fl., Performability metrics for online services in education, Proceedings of eLSE 2013, Vol. 2, Editura Universitatii Nationale de Aparare Carol I, Bucuresti, 2013. 3. *** Instructiuni de utilizare a platformei integrate de e-Learning BlackBoard, (2014), Republicat in format electronic, Departamentul IT, Biblioteca virtuala a Universitatii Spiru Haret, Bucuresti.
10
Ilić-Kosanović, Tatjana, and Damir Ilić. "ONLINE CLASSES’ EFFECTS DURING COVID 19 LOCKDOWN - TEACHERS’ VS. STUDENTS’ PERSPECTIVE, CASE OF THE SCHOOL OF ENGINEERING MANAGEMENT." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.s.p.2020.101.
Full textAbstract:
In the second decade of the 21st century, there is an ongoing discussion on the value of online classes in higher education as the implementation of new technologies in the higher education processes is on the rise. The main questions that are emerging are the level of interactions, quality of knowledge transfer, and development of critical thinking. Several previously conducted research concluded that online models of higher education teaching add more value than traditional methods, and some of the research has shown the shortcomings of online higher education programs. The pandemic of Covid-19 disease caused by a Corona Virus (SARS-CoV-2) has forced most of the higher education institutions in Europe to transfer almost the entire educational process to online platforms. In this paper, the satisfaction of the teachers and the students with the online classes’ effectiveness regarding the teacher-student communication, knowledge transfer, and development of critical thinking in the case of the School of Engineering Management in Belgrade, Serbia, is researched through a short survey and interviews. Statistical analysis has shown that there is a statistically significant difference between students' and teachers' satisfaction. Furthermore, in short interviews, it is shown that the students are more receptive to knowledge transfer, teacher-student communication, and the development of critical thinking through online classes than the professors. As the sample is small, further empirical research on the wider sample is needed in order to get more compelling conclusions.
Reports on the topic "Schools with integrated classes"
1
Cary, Dakota. China’s CyberAI Talent Pipeline. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/2020ca017.
Full textAbstract:
To what extent does China’s cultivation of talent in cybersecurity and AI matter in terms of competitiveness with other countries? Right now, it seems to have an edge: China’s 11 World-Class Cybersecurity Schools offer more classes on artificial intelligence and machine learning than do the 20 U.S. universities certified as Centers of Academic Excellence in Cyber Operations. This policy brief recommends tracking 13 research grants from the National Science Foundation that attempt to integrate AI into cybersecurity curricula.
2
Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3870.
Full textAbstract:
The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
3
Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4415.
Full textAbstract:
The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
4
Busso, Matías, and Verónica Frisancho. Ability Grouping and Student Performance: Experimental Evidence from Middle Schools in Mexico. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004716.
Full textAbstract:
This article relies on a large-scale field experiment in Mexico to measure the effects of two ability-grouping models (tracking and heterogeneous/bimodal groups) on student learning outcomes during middle school. Both strategies yielded an average learning gain of 0.08 of a standard deviation. We find larger and more persistent effects among initially high-achieving students and no significant effects among low achievers. Students in top tracking enjoyed multiple advantages, particularly a concentration of high-performing peers and a very homogeneous classroom, that facilitated the teacher's work and increased students' effort levels. Bimodal classes fostered greater effort levels among top students, while teachers induced less competition and allocated more time to practice and feedback activities, to the detriment of lecture time. Our results support the allocation of students to homogeneous classes to maximize performance gains among top students without hurting low achievers. Fostering inclusive learning among weaker students would require complementary investments under both models.
5
Smith, Emil, David Reimer, Ida Gran Andersen, and Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.
Full textAbstract:
This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.
6
Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/533.285.
Full textAbstract:
This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-supported teachers; authentic family engagement; community connections and integrated student supports; and shared decision-making and leadership.
7
Maier, Anna. Technical assistance for community schools: Enabling strong implementation. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/222.688.
Full textAbstract:
A growing number of states are launching community school initiatives to ensure family and community engagement, provide enriched and expanded learning, and offer integrated supports for students. This brief offers examples from the National Center for Community Schools and from New York, New Mexico, and California showing how technical assistance can build capacity through consultation, training, coaching, and knowledge building. These examples indicate the ways that states are designing technical assistance (TA) systems to support practitioners, the value of providing differentiated TA supports, and the impact of cross-sector partnerships on TA provision.
8
Sacks, Vanessa, Kristin Anderson Moore, Alison McClay, and Gabriel Piña. Integrated Student Supports in Schools May Boost Lifetime Incomes for Students in Families with Low Incomes. Child Trends, Inc., 2022. http://dx.doi.org/10.56417/2754c1596w.
Full text
9
Somers, Marie-Andrée, and Zeest Haider. Using Integrated Student Supports to Keep Kids in School: A Quasi-Experimental Evaluation of Communities In Schools. MDRC, 2017. http://dx.doi.org/10.59656/yd-g1574.001.
Full text
10
Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003344.
Full textAbstract:
The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.