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Libros sobre el tema "High school teachers Education and state China"

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Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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1

Jumppanen, Leo. Kuka oli kelvollinen opettamaan 11- ja 12-vuotiaita. Turku: Turun yliopisto, 1993.

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2

Mirae ro putʻŏ ŭi pallan: Kim Chin-gyŏng kyoyuk esei : hŭndŭllinŭn kyoyuk e kwanhan kamsŏngjŏk kochʻal. Kyŏnggi-do Pʻaju-si: Pʻurŭn Sup, 2005.

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3

l'éducation, Québec(Province) Conseil supérieur de. La formation professionnelle au secondaire: Faciliter les parcours sans sacrifier la qualité : avis au ministre de l'Education. Sainte-Foy, Qué: Direction des communications du Conseil supérieur de l'éducation, 1992.

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4

Mietzner, Ulrike. Enteignung der Subjekte: Lehrer und Schule in der DDR : eine Schule in Mecklenburg von 1945 bis zum Mauerbau. Opladen: Leske + Budrich, 1998.

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5

Texas. Legislature. House of Representatives. Committee on Public Education. Report of the Committee on Public Education, House of Representatives, State of Texas, 71st Legislature: To the Speaker and members of the Texas House of Representatives, 72nd Legislature. Austin, Tex. (P.O. Box 2910, Austin 78768-2910): The Committee, 1990.

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6

Mandel, Hans Heinrich. Geschichte der Gymnasiallehrerbildung in Preussen-Deutschland, 1787-1987. Berlin: Colloquium Verlag, 1989.

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7

Le collège: Crise, mythes, et métiers. Lille: Presses universitaires de Lille, 1991.

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8

1932-, Morris Glyn, ed. Good teaching and learning: Pupils and teachers speak. Buckingham: Open University Press, 1999.

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9

Konterfekty kresowiaków z ołtarzem i katedrą szkolną w tle: Z dziejów kontaktów kulturalnych polsko-rosyjskich w okresie międzypowstaniowym = Portraits of the borderlanders with the altar and the school lectern in the background : from the history of Polish-Russian cultural relations in the inter-uprising period. Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego, 2011.

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10

United States. Government Accountability Office. No Child Left Behind Act: Education actions needed to improve local implementation and state evaluation of supplemental educational services : report to congressional requesters. Washington, D.C: GAO, 2006.

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11

Voices from the classroom: Educational practice can inform policy. Eugene, OR: ERIC Clearinghouse on Educational Management, University of Oregon, 1989.

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12

Yu, Haibo. Identity and schooling among the Naxi: Becoming Chinese with Naxi identity. Lanham, Md: Lexington Books, 2010.

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13

Identity and schooling among the Naxi: Becoming Chinese with Naxi identity. Lanham, Md: Lexington Books, 2010.

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14

Kachar, Kamarudin Hj. Roles in the administration of schools in Malaysia. Kuala Lumpur, Malaysia: Tek Pub., 1989.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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17

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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18

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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19

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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20

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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21

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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22

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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23

Ivanishchev, Viktor (Victor). Molecular biology. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/01857-6.

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The textbook presents the main range of issues in molecular biology — the most rapidly developing area of biological science. The logic of the presentation of the material includes sequential coverage of the structural organization and functions of DNA, RNA, proteins. Important attention is paid to the mechanisms of signal transmission in living systems, the problems of creating and using genetically engineered organisms. Each chapter ends with control questions and assignments for independent work. The textbook includes a set of laboratory and practical works that do not require specialized equipment and materials. The new edition has been supplemented and clarified, reflecting the current state of science. The content of the textbook corresponds to a number of competencies, the development of which is provided for by the Federal State Educational Standard of Higher Education in the preparation of bachelors in the fields of "Pedagogical Education" (profiles "Biology" and "Chemistry"), "Biology". Certain topics can be used in the preparation of masters in the fields of "Biology", "Chemistry", "Natural Science Education". The book is intended for students studying in natural sciences, and will also be useful for teachers of biology and chemistry of high school.
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24

Chong, King Man Eric. From Citizenship Education to National Education: Perceptions of National Identity and National Education of Hong Kong S Secondary School Teachers. Taylor & Francis Group, 2017.

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25

Sato, Mistilina. Empowered Educators in China: How High-Performing Systems Shape Teaching Quality. Wiley & Sons, Incorporated, John, 2017.

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26

Sato, Mistilina. Empowered Educators in China: How High-Performing Systems Shape Teaching Quality. Wiley & Sons, Incorporated, John, 2017.

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27

Empowered Educators in China: How High-Performing Systems Shape Teaching Quality. Wiley & Sons, Limited, John, 2017.

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28

Demoralization of Teachers: Crisis in a Rural School in China. Lexington Books/Fortress Academic, 2013.

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29

Employment trends for women high school physical education teachers and coaches in Washington State. 1986.

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30

Employment trends for women high school physical education teachers and coaches in Washington State. 1986.

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31

Employment trends for women high school physical education teachers and coaches in Washington State. 1986.

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32

Employment trends for women high school physical education teachers and coaches in Washington State. 1986.

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33

Seelye, Anne L. Employment trends for women high school physical education teachers and coaches in Washington state. 1986.

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34

E, Gerald Debra y National Center for Education Statistics., eds. State projections to 1993 for public, elementary, and secondary enrollment, graduates, and teachers. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1989.

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35

Llewellyn, Kristina Rae. The identities of policy and practice: Narratives of 1950s female secondary school teachers in toronto. $c2002, 2002.

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36

Rita, Chawla-Duggan, Pole Christopher J. 1959- y Centre for Educational Development, Appraisal and Research Conference (1994 : University of Warwick), eds. Reshaping education in the 1990s: Perspectives on secondary education. London: Falmer Press, 1996.

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37

Kerr, Lindsay. The plight/flight of secondary teachers: Educational reform in Ontario. $c2002, 2002.

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38

Philippe, Savoie y Institut national de recherche pédagogique (France). Service d'histoire de l'éducation., eds. Les enseignants du secondaire, XIXe-XXe siècles: Le corps, le métier, les carrières. Paris: Institut national de recherche pédagogique (INRP), 2000.

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39

Savoie, Philippe. Les enseignants du secondaire : textes officiels, tome 1 : 1802-1914. INRP, 2000.

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40

Liu, Sabrina. A description and analysis of the congruence between teachers' classroom assessments and the recent curricular reform initiatives. 2006.

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41

The battle for Room 314: My year of hope and despair in a New York City high school. Grand Central Publishing, 2016.

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42

Essential facts about Covid-19: the disease, the responses, and an uncertain future. For South African learners, teachers, and the general public. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0072.

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The first cases of a new coronavirus (SARS-CoV-2) were identified toward the end of 2019 in Wuhan, China. Over the following months, this virus spread to everywhere in the world. By now no country has been spared the devastation from the loss of lives from the disease (Covid-19) and the economic and social impacts of responses to mitigate the impact of the virus. Our lives in South Africa have been turned upside down as we try to make the best of this bad situation. The 2020 school year was disrupted with closure and then reopening in a phased approach, as stipulated by the Department of Education. This booklet is a collective effort by academics who are Members of the Academy of Science of South Africa (ASSAf) and other invited scholars to help you appreciate some of the basic scientific facts that you need to know in order to understand the present crisis and the various options available to respond to it. We emphasise that the threat of infectious diseases is not an entirely new phenomenon that has sprung onto the stage out of nowhere. Infectious diseases and pandemics have been with us for centuries, in fact much longer. Scientists have warned us for years of the need to prepare for the next pandemic. Progress in medicine in the course of the 20th century has been formidable. Childhood mortality has greatly decreased almost everywhere in the world, thanks mainly, but not only, to the many vaccines that have been developed. Effective drugs now exist for many deadly diseases for which there were once no cures. For many of us, this progress has generated a false sense of security. It has caused us to believe that the likes of the 1918 ‘Spanish flu’ pandemic, which caused some 50 million deaths around the world within a span of a few months, could not be repeated in some form in today’s modern world. The Covid-19 pandemic reminds us that as new cures for old diseases are discovered, new diseases come along for which we are unprepared. And every hundred or so years one of these diseases wreaks havoc on the world and interferes severely with our usual ways of going about our lives. Today’s world has become increasingly interconnected and interdependent, through trade, migrations, and rapid air travel. This globalisation makes it easier for epidemics to spread, somewhat offsetting the power of modern medicine. In this booklet we have endeavoured to provide an historical perspective, and to enrich your knowledge with some of the basics of medicine, viruses, and epidemiology. Beyond the immediate Covid-19 crisis, South Africa faces a number of other major health challenges: highly unequal access to quality healthcare, widespread tuberculosis, HIV infection causing AIDS, a high prevalence of mental illness, and a low life expectancy, compared to what is possible with today’s medicine. It is essential that you, as young people, also learn about the nature of these new challenges, so that you may contribute to finding future solutions.
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43

D, Tannenbaum Margaret, ed. Concepts and issues in school choice. Lewiston: E. Mellen Press, 1995.

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44

Uma análise da percepção docente, gestora e familiar sobre a qualidade da educação básica em escolas públicas em defesa do modelo cívico-militar. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp07.2021.33.

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The objective of this study was to analyze the perception of teachers, managers and family members of the municipal and state education system in a city in the Metropolitan Region of Recife / PE regarding the quality of basic education, difficulties faced, student performance and the process of implementing the civic-military model in the the public school. 64 subjects participated in the study, which were subdivided into 13 managers, 30 teachers working in elementary and high school and 21 parents / guardians of a municipal school and a state school. The instruments used for data collection were 3 (three) electronic questionnaires developed in Google forms, containing objective and subjective questions, directed to managers, teachers and parents / guardians. Quantitative data were treated statistically by the PRISMA for Windows program - Version 4.03 and analyzed by the Chi-square test, with p <0.05, expressed in percentages, and the data referring to the qualitative evaluation were treated through analysis of content, with data represented qualitatively and expressed in a table. It was found in this study, from the perception of teachers, managers and parents about basic education, that the main problems faced are associated with the low interest of students in studies (69.2%; 76.7%, p= 0.032) and lack of adequate structure (50%, p= 0.038). Regarding the contribution of the civic-military model, the study pointed out the improvement of students' behavior in the family, school and social environment (71.4% p= 0.053), improving the quality of basic education with an emphasis on access, permanence and in learning (66.7% p= 0.036), makes the teacher feel valued (61.9% p= 0.042), contributes to preventing violence in the school environment and improving school performance (66.7% p= 0.024), contributes to the promotion of society's moral, civic and patriotic values (81.0 p= 0.031), and based on the current model (55%; 54.2% p= 0.005) of teachers and parents feel dissatisfied. We conclude that the civic-military model can contribute to reducing evasion, valuing the teacher, improving student behavior, improving the quality of basic education with an emphasis on access, permanence and learning and contributing to the promotion of society’s family, civic and patriotic end moral values.
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45

Um olhar sobre a prática pedagógica frente ao uso dos recursos tecnológicos na educação. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp02.2021.20.

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New technologies in education have brought challenges to the educational environment for the school and, above all, for the teacher's practice outside and within the classroom, as it now requires a new profile of educator who is no longer one who only exposes content and after demanding the results in the assessments, the teacher must have the role of mediator between the student and knowledge. Starting from this initial position, this paper seeks to analyze the challenges faced by the school and the teachers to insert and work with the student in the world of new technologies, while trying to identify the problems faced by teachers in the context of the classroom and the challenges to insert the student in the use of new technologies. The methodology used was a bibliographical research combined with a field research, starting from a quantitative and qualitative approach with students and teachers on the use of these resources in the classroom. The research had the participation of thirty-two first-year high school students and ten teachers from different areas of knowledge, from the Monsenhor Vicente Freitas State High School, located in the city of Pombal in the State of Paraíba. The main authors who contributed with important reflections for the construction of this work were: FREIRE, GADOTI and KENSKI.
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46

Mehta, Jal. The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.001.0001.

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Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Not once, not twice, but three separate times-in the Progressive Era, the 1960s and '70s, and NCLB-reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. Each of these movements started with high hopes and ambitious promises, but each gradually discovered that schooling is not easy to "order" from afar: policymakers are too far from schools to know what they need; teachers are resistant to top-down mandates; and the practice of good teaching is too complex for simple external standardization. The larger problem, Mehta argues, is that reformers have it backwards: they are trying to do on the back-end, through external accountability, what they should have done on the front-end: build a strong, skilled and expert profession. Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. The Allure of Order boldly challenges conventional wisdom with a sweeping, empirically rich account of the last century of education reform, and offers a new path forward for the century to come.
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