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Our school, Qingxiang Middle School, is a very beautiful one. It is a tall building. It has four floors. In front of it, there are two gardens. When spring comes, the trees turn green and the flowers come out. The birds are singing in the trees.There is a… 相似文献
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The education system(教育体制） in the United States is controlled by state and local governments.So the Federal Government(联邦政府） has no power to establish a national educational system.Federal agencies(机构） do not make education policies.These decisions are made at the state or local levels. 相似文献
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Patricia Stringer Rida Blaik Hourani 《Educational Research for Policy and Practice》2013,12(2):149-174
Abu Dhabi, United Arab Emirates (UAE) is in the process of initiating major education reform designed to improve schools. Parental involvement in support of student learning ranks high on the reform agenda. This study explores managerial aspects of implementing home–school relationships in seven primary Public Private Partnership (PPP) schools in Abu Dhabi, UAE. Participants involved in this study were principals, social workers, teachers, parents, and students. Managerial aspects discussed in this paper relate to: (a) benefits of home–school relationships; (b) roles and responsibilities of stakeholders; (c) home–school communication; and (d) constraints and challenges faced in the management of home–school relationships. The findings elicit recommendations for improvement which may inform the work of policymakers, principals, social workers, teachers and parents in their continued efforts to build home–school relationships. 相似文献
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Go to school去上学,交通工具真不少。Bus,bike,taxi,各自按需要选好。前面加by表动作,独有走路on foot。注释:要表达乘小车、打的、骑自行车、搭公交车、坐火车、乘轮船、坐飞机等,只要在这些交通工具前加“by”就行了,如by car,by taxi,by bike,bybus,by train,by ship,by pl 相似文献
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同学们都知道,a primary school是“小学”,a middle school是“中学”。其实,在英国和美国还有很多其他的学校,如a grammarschool和a public school,你知道吗? 相似文献
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The aim of this study is, on the one hand, to find out if differences exist in emotional competence and secondary school students’ perceptions of classroom climate according to gender and educational level and, on the other hand, to analyse the relationship between emotional competence, classroom climate and school achievement in secondary school students. The study advances the hypothesis that emotional competences and classroom climate are mediators in school achievement. For this purpose, 420 students from secondary and further education were selected with an average age of 14.29 ± 1.52.
In emotional competence, the results showed differences according to gender and educational level, while in classroom climate, differences were only found according to educational level. The mediational analysis showed that classroom climate is an influential variable in the predictive value of emotional competence in relation to school achievement. Likewise, emotional competence acts as a mediating influence on classroom climate and school achievement. This study thus highlights the need to implement training processes to help teachers to promote positive socio-emotional contexts and programmes to develop students’ emotional competence, which will improve their school achievement. 相似文献
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In American high school, most students take English, science, maths and history.These are basic courses and each course is as useful as the others. In English class,the students study grammar and read famous literature(文学).In science class, they study biology(生物)chemistry or physics.History is more interesting to some students because they learn about important events (事件) and places in the United States.Students take other courses, too. These are electives(选修) 相似文献
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一切直观教具中,要数黑板最普通最重要最灵活。小学英语课堂教学中千万不能忽略板书的重要性,它是反映课文内容的“镜子”,展示作品场面的“屏幕”,是教师引人入胜的“导游图”,更是每一课的“眼睛”。独具匠心的板书不仅能打开学生智慧之门,还能给予美的熏陶、美的享受和美的启迪。板书的种类和造型很多,以《牛津小学英语》5AUnit7为例。一、雁行式。将板书设计成为鸿雁排阵飞行的板书形式,既能展示教学内容,又颇具新意。二、形象式。借助直观图像通过必要的文字配合展示教学内容。三、提纲式。根据课文内容归纳、概括成简要的板书形式,将… 相似文献
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Suvi Lakkala Satu Uusiautti Kaarina Mtt 《Journal of Research in Special Educational Needs》2016,16(1):46-56
A new special education strategy was launched in Finland by the Ministry of Education in 2007. The new Basic Act was enacted in 2010 and the new national core curriculum concerning three‐tiered support for pupils in 2011. Since the 1990s, teachers across Finland have participated in developing Finnish basic education towards greater inclusion. The goal of this study was to enhance understanding of the implementation of the Finnish educational reforms. In this study, teachers' perceptions of good inclusive teaching arrangements were analysed and compared with the theories of inclusive education. There is still a lack of information available on the implementation of inclusive education practices, and especially about teachers' experiences of teaching in inclusive classrooms. In 2010, basic education teachers (N = 327) in Lapland, Finland, were asked to describe their experiences and perceptions of inclusive teaching arrangements. The results indicated that teaching practices have become more diverse, flexible and differentiated, enabling teaching of diverse groups. More and more teachers preferred teaching in teams and planning their work together, showing that changes in schools change the teacher's profession too. In this study, a framework for inclusive schools was constructed through implementing the indexes of inclusion created by Booth and Ainscow. 相似文献
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徐声 《小学生之友(智力探索版)》2006,(10)
Hello,everyone,I'm XuSheng and my English name is Mary.I'm a girl,I'm eight years old.Look,this is my school.My school is big and beautiful.The flower and the grass look fresh and the tree around school is green.Stone lie here and there in the campus.Our teachers are devoted to teaching.I believe learning here is useful and happy.I love my school$龙南县龙南镇第一小学三(2)班@徐声… 相似文献
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Lourdes Meroño Antonio Calderón José-Luis Arias-Estero Antonio Méndez-Giménez 《Cultura y Educación》2018,30(1):1-37
In the search for an educational system that enables students to achieve the best academic results, it is extremely important to explore the perception of the main educational agents: students and teachers. Therefore, the objectives of this paper were: (a) to analyse primary school student and teacher perceptions of students’ competency-based learning; (b) to assess the possible differences between them; and (c) to test hypothetical models for predicting learning according to their perception. The participants were 8,513 students from 58 schools and 1,010 teachers from 110 schools. Overall, both teachers and students reported high scores of perception. However, the perception of the students was higher than that of the teachers, except for the digital competence. While the results showed differences in perception between both prediction models of competency-based learning, both groups perceived the competences of autonomy and personal initiative, digital competence, social competence and citizenship, and lifelong learning as core elements of their perception. In this regard, initial and ongoing teacher training in innovative pedagogical models is needed to enable the development of these competences, which are predictors of perceived learning. 相似文献
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Erdo?an Tezci 《Educational technology research and development : ETR & D》2011,59(3):429-443
The current study aimed at identifying Turkish primary school teachers’ perceptions of school culture regarding ICT integration
in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The
participants were 1540 primary school teachers. The findings revealed that the teachers’ perceptions regarding school culture
in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional
experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration
in education. 相似文献
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Gonzalo del Moral Cristian Suárez Mª Elena Villarreal Gonzalo Musitu 《Infancia y Aprendizaje》2013,36(2):399-428
AbstractThe distinction between subtypes of passive and aggressive victims in studies of bullying has been a cornerstone of research in recent decades. However, some aspects of victimization still need further elaboration, such as the differentiation of subtypes of aggressive victims of bullying, the dynamics of the process of victimization, and the perceptions that participants have of their victimized classmates. The objective of this qualitative research is to distinguish between different types of aggressive victims, taking account of the testimonies of secondary school students. Focus groups and in-depth interviews have been conducted with 72 adolescents from the second, third and fourth years of Compulsory Secondary Education and the information has been analysed following the steps proposed by Grounded Theory; a systematic methodology involving the discovery of theory through the analysis of data. The results identify six types of aggressive victims: due to the accumulation of stress, provocative victims, victims through contagion, passive telltale victims, academically gifted victims protected by teachers, and finally, displaced aggression victims. 相似文献
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Michael W. Bahr 《Psychology in the schools》1996,33(4):295-307
This study examined perceptions of reform in the role and function of school psychologists advocated by Reschly (1988). A national sample of 137 psychologists endorsed integrated features of traditional practice and reform on assessment activities and classification issues, but they more strongly favored reform positions on activities associated with consultation/intervention and professional/training issues. The use of and preference for curriculum-based assessment strongly characterized psychologists more favorably disposed toward reform. Reform-minded psychologists included administrators and trainers as well as practitioners who receive relatively few new referrals per year. However, psychologists who conducted few evaluations appeared to do more counseling than consultation or classroom intervention. Discussion focuses on understanding psychologists' conceptualization of their current role and on identifying the characteristics and activities of the more reform-minded. © 1996 John Wiley & Sons, Inc. 相似文献
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Paula Elosua 《Cultura y Educación》2019,31(1):1-30
The way schools address migratory movements has a direct impact on integration and social cohesion, making the in-depth study of factors that affect the lower performance of immigrant students in comparison with non-immigrants essential. Using a methodology based on random coefficient models, this paper analyses the differential effect of individual level and school level variables on the estimation of mathematical competence in non-immigrant and immigrant populations. Data are extracted from an educational assessment programme carried out in the Basque Autonomous Community. The sample consists of 16,981 students with an average age of 13.7 years, of which 1,369 are immigrant students. The results reveal that individual and family-level variables show significantly higher impact on student performance than school-level variables. The article concludes by emphasizing the importance of investing in policies to support diversity that work at family level, as a means to achieve fuller equity. 相似文献
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《华夏少年(简快作文 )》2017,(7)
为了达到预期的教学目标,针对学生的生活实际或学习实际,做到有的放矢,越来越多的教师开始写教学设计。而对话教学是小学英语教学中最重要的一部分,做好对话教学不仅有利于提高学生的口语能力,也能为学生培养阅读语感打下基础。 相似文献
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Industry–school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities particularly in industries where there are skills shortages. However, there is limited research investigating their impact on school to work transitions. This paper reports on a government-led ISP, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Resources Academy, a lead organisation for 28 schools and 17 multinational sponsor companies. This research adopted a qualitative case study methodology and draws upon boundary crossing theory as means to understand a Minerals and Energy ISP. We distinguish four types of boundary crossing mechanisms, which partners navigate in ISPs. The main findings were that boundary crossing mechanisms assist ISPs to develop industry-based contextualised curriculum and to prepare school students for employment. 相似文献