Top PDF Evaluation of Activities in Primary Education Programme with The Teachers’ Views (Sample of Sinop Province)

Evaluation of Activities in Primary Education Programme with The Teachers’ Views (Sample of Sinop Province)

Evaluation of Activities in Primary Education Programme with The Teachers’ Views (Sample of Sinop Province)

This research, aims to investigate the concept of activity on the basis of learning-teaching duration inaccordance with teachersviews, teachers guide and class materials in the primary education programme put in to practice in 2005- 2006. The research has two subjects. The first one is the quantitative subject aiming to determine the teachersviews, the second is theoretical subject aiming to analyze the guide books and class metarials. The quantitative research, aiming to determine the teachers’ ideas is consisted of 184 teachers in total in the center and in the central villages of Sinop. The exemplification in this research is occupied by means of 86 teachers applying the teachersviews determinating scale. In the research as a tool to collect data, determining teachersviews scale prepared in 5 likert-type scale with 18 articles has been used. Analyzing with SPSS programme, the data gained from the scale has been stated as frequency and percentage. Theoretical dimension examining teachers’ guide and lesson metarials to put the teachersviews on a objective base, aims to examine teachers guide books and lesson materials analytically and display the base of teachersviews. It is stated that most of the teachers present their views in that way: They feel themselves insufficent to applythe activities,the physical opportunities of the schools and the facilities are not enough to apply some activities, the classes are crowded, the activities are not student-centered and active teaching methods are not used in the activities .
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Rev. Bras. Enferm.  vol.71 número1

Rev. Bras. Enferm. vol.71 número1

Objective: To evaluate the contribution of arts education to health promotion of adolescents in situations of urban social vulnerability. Method: Participatory evaluative research, with a qualitative approach, using as a reference the theoretical constructs of Paulo Freire’s Conscientization and the Empowerment Evaluation as a method of collecting with adolescents and teachers of an arts education program in the fi eld of the Family Health Strategy. Results: Participants constructed a collective mission that represented the concept of adolescent health promotion. Arts education activities were prioritized and ranked with a mission focus, and over a three-month period, the program implemented health goals through art. In the reevaluation, the group presented a broad look at the implementation of activities and self-determination for change. Final considerations: Arts education is a potential space for nurses to act in the conscientization and empowerment of adolescent health in Primary Health Care.
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An Investigation in Multigrade Class Teaching with respect to Primary School Teacher Candidates’ Perceptions and in Views of Primary School Teachers Working in Multigrade Classes

An Investigation in Multigrade Class Teaching with respect to Primary School Teacher Candidates’ Perceptions and in Views of Primary School Teachers Working in Multigrade Classes

Multigrade teaching approach is used in some of the countries in the world and alternative ways of solution about this approach are investigated. The sample of this study consists of senior primary school teacher candidates in Education Faculty of Adıyaman University in academic year of 2005-2006 and primary school teachers working in multigrade classes. The student teachers took observation trips about applications of multigrade class education to the villages near the centre of Adıyaman in a specified academic calendar and it was provided student teachers to reinforce theoretical part of multigrade class teaching lesson in this way. It was also ensured student teachers’ to test their knowledge and skills about the lesson in a real medium by this application. “Multigrade Teaching Scale” developed by researchers with the contribution of experts was conducted to student teachers and primary school teachers. Their views were taken about multigrade class teaching applications. Data were analyzed with SPSS by using techniques of frequency, percentage, arithmetic mean, one way Anova and Independent Samples t-test. Views of the primary school teacher candidates and primary school teachers were investigated comparatively. The results showed that primary school teacher candidates weren’t mentally mature enough about the nature of multigrade teaching approach with their university education. Besides, the primary school teacher candidates thought that multigrade class teaching approach had some advantages in terms of students’ social development.
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Primary Teachers’ Views Concerning the Assessment Methods Used by Them

Primary Teachers’ Views Concerning the Assessment Methods Used by Them

Developing of a country in both economic and social areas and maintaining of this development are related to a generation that is trained with a quality education. Reaching contemporary civilization level is only possible with teachers implementing their tasks in a real effective way. In education-teaching process, an important feature which teachers need to have is to possess adequate assessment knowledge and put it into practice. Therefore, assessment has an important role in teaching process. Because, assessment provides feedback for teacher about students’ learning in the education-teaching process. The primary education curriculum which was renewed in 2004, is based on constructivist approach. Constructivist approach emphasizes on learning and teaching strategies focusing on student and it takes personal differences into consideration. In this approach, new information that is taken by
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Graphical User Interface for educational content programming with social robots activities and how teachers may perceive it

Graphical User Interface for educational content programming with social robots activities and how teachers may perceive it

Interactive devices have been successfully applied in education in the last decades. The most used devices for such tasks are personal computers and tablets, due to its financial trade-off and popularization. Social robots are less used, mainly because of their cost and the complexity of being programmed. In this paper, a solution to work around the complexity of programming social robots is presented as a Graphical User Interface (GUI). The GUI system controls an interactive robot which plays with the students and adapts its behavior autonomously. During the activity execution, the adaptive algorithm detects student's body signals and verbal responses to adapt the addressed content to harder or easier questions. After creating and running an activity, all sessions' evaluation and information can be accessed for visual analysis, as well as students' preferences throughout the interaction. The proposal was presented to regular teachers from the elementary school that answered a questionnaire about their perception of this proposal. The answers were analyzed and, in general, they seemed to slightly notice the system potential in and how it can support them in after-classes exercises, despite it requires some time to fully get used with the interface.
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English Teaching in the Early Years

English Teaching in the Early Years

A second example is Spain, where bilingual Spanish and English projects in pre-primary began as pilots in 1996 with English becoming part of the na- tional pre-primary programme in 2006 (Andúgar, et al., 2017; Fleta 2016). A variety of teachers were trained to teach English including language specialists in primary education and pre-primary teachers. English is now compulsory in pre-primary education in ten of the seventeen Autonomous Regions, with 2015 figures showing that 79 per cent of all pre-primary children learned English from the age of three years old in Spain. Twenty years from the start of the pilot projects, Spain is still trying to coordinate a nationwide language policy, hindered by different approaches employed in the regions. Andúgar et al. (ibid.), share an exhaustive analysis of how the Autonomous Regions in Spain approach the national regulations of 2006, which suggests that it is the responsibility of the local education authorities to include English from 3 to 6 years old. The variety of inter- pretations includes a difference in guidelines around who is responsible for the English teaching (the pre-primary teacher, an English teacher or both); the teachers’ language competence; whether language assistants are involved; the number of hours devoted to English and the different ap- proaches, which may or may not be labelled bilingual language education or content and language integrated learning (CLIL). Fewer than half of the regions have developed a comprehensive plan for English in pre-primary education and many regions are limited for economic reasons. The rela- tionship between English and the regional languages, such as Catalan or Basque, has also affected implementation. Andúgar et al. consider the het- erogeneity of the regions to be the major stumbling block in a successful nationwide implementation, which is likely to be the reason in many coun- tries where there are larger differences between urban and rural areas.
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Teacher-researcher: conceptions and practices of master teachers working in primary education

Teacher-researcher: conceptions and practices of master teachers working in primary education

Nevertheless, there are some similarities between the testimo- ny of teachers, especially in the question concerning the conduction of research activities at school, in the classroom with students or with other fellow teachers. What they achieve is more related to teaching strategies, such as studies, finding information and tools to develop their teaching practices than a research process. Most teachers demonstrated great de- sire and interest in conducting research in school, and consider them- selves entitled to do so. However, they believe that they are unable to per- form this task due to a number of factors related to the physical structure of schools, lack of time, low pay, and little incentive and support from the municipal schools and coordination of schools.
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Educ. Real.  vol.43 número1

Educ. Real. vol.43 número1

Considering our analyzes, we also emphasize that the textbook proposals can affect the teacher in a much deeper and more extended way, going far beyond the occasional use in the classroom, since this material has/would have the potential to provoke reflections on their educational conceptions and practices. That is, it is fundamental to consider how the teacher who follows the guidelines of a textbook can understand the concepts conveyed, the choice of certain contents, se- quences and teaching procedures, instead of other possibilities. It was possible to indicate that, in the analyzed books, it still predominates teaching proposals that reproduce what the teacher already knows and usually does in the classroom. Thus, in addition to legitimizing and re- iterating certain educational practices, and mainly because of the cen- trality they occupy in the organization of the didactic work, it is nec- essary to problematize how textbooks can contribute to the teachers’ construction and effectiveness of practices that are more appropriate to the characteristics and needs of their students.
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English Learning Areas in pre-primary classrooms

English Learning Areas in pre-primary classrooms

Pre-primary education in South Korea The current guidelines for Kindergarten education provided by the South Korean government (Ministry of Education, 2011) also promote a child-centred and play-oriented teaching approach and typical pre- primary classrooms in South Korea are open plan and divided into different learning areas or activity centres. However, much of the learning activity is led by the teacher, focuses on the development of academic skills and is directed to the whole class. This, perhaps, reflects the very competitive Korean educational environment and Korean parents’ expectations that their children will develop literacy and numeracy skills in preparation for primary school. Although there is no official early English language learning strategy for pre-primary education in Korea, English has been regarded as “…the most important foreign language in South Korea for the past six decades or so” (Song, 2012: 34) and, as a result, a growing number of children are enrolled in fee- paying pre-primary establishments, some of which claim to be “English kindergartens” (ibid: 40).
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POLICIES FOR EDUCATIONAL EVALUATION OF CONTINUING EDUCATION OF TEACHERS

POLICIES FOR EDUCATIONAL EVALUATION OF CONTINUING EDUCATION OF TEACHERS

As for nationwide initiatives, Coordinator 3 notes that while “pro-literacy and NPAIC provided excellent training, teachers are accustomed to implementing most of the ideas presented, albeit using different terminol- ogy. The difference is in accountability for one’s results, which is increasing”. Regarding teacher accountability through continuing education, Manager 1 did not perceive any pressure from the federal programs, and believes that training “is essential for [teachers] to have the best knowledge”. This quote is in agreement with what Kramer (2008) describes as discourse “naturalization” between multiple instances (e.g., intermediate and supe- rior), wherein practices outside the local or school context are considered more profitable and efficient.
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Public service media and participation

Public service media and participation

Nelia Del Bianco is a Professor at the Communication Post-Graduate Programmes of Universidade de Brasília and Universidade Federal de Goiás. Holding a PhD in Com- munication from the Communication and Arts School at Universidade de São Paulo (USP) with a post-doctoral internship at Universidade de Sevilha, Spain. Her research interests are centred on Radio and its place in contemporary life and on Public Service Media in Latin America. She has been Vice-President of Sociedade Brasileira de Estu- dos Interdisciplinares da Comunicação – Intercom – between 2008 and 2011 and its Head of Documentation between 2011 and 2014. Currently Head of International Rela- tions at Federação Brasileira das Associações Científicas e Acadêmicas de Comunicação (Socicom).
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Earthquake resilient schools in Algarve (Portugal) and Huelva (Spain)

Earthquake resilient schools in Algarve (Portugal) and Huelva (Spain)

coordination mechanisms which include National Platforms for Disaster Risk Reduction. Both countries signed the Hyogo 2005-2015 (United Nations 2007) and Sendai (2015-2030) agreements (United Nations 2015). These agreements are based on the idea of reducing risk disaster cooperatively. A coordinated mechanism among countries allows highlighting the relevance, improving the research efficiency (Weichselgartner and Pigeon 2015) and a better cost-benefit for disaster risk reduction. PERSISTAH is funded by the Interreg-Poctep program via European Regional Development Fund. Interreg differs from the majority of Cohesion Policy programmes in one important respect: it involves a collaboration among authorities of two or more Member States, in this case Portugal and Spain. Interreg measures are not only required to demonstrate a positive impact on the development on either side of the border but their design and, possibly, their implementation must be carried out on a common cross-border basis (EuropeanComission 2017). Interreg is designed to stimulate cooperation between member states of the European Union on different levels. One of its main targets is to diminish the influence of national borders in favour of equal economic, social and cultural development of the whole territory of the European Union. The PERSISTAH project brings an opportunity to study the seismic risk in a cross border framework. One common problem is that neighbouring countries have different catalogues, codes, seismic zonings, etc. (Martínez-Álvarez et al. 2015), which is against the continuity existing through country borders. In this sense, cooperation between countries is essential to deal with this problem. An earthquake catalogue for the whole Iberian Peninsula and adjacent areas was compiled by Amaro-Mellado et al. (2017). Regarding the seismic code, in PERSISTAH, both the NP EN 1998-1:2010 (IPQ 2010) and the NCSR-02 (2002) codes have been implemented.
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Academic achievement in public higher education quality – A study on the effects of teachers’ commitment, teaching and evaluation methodologies in Nursing and Management degrees students.

Academic achievement in public higher education quality – A study on the effects of teachers’ commitment, teaching and evaluation methodologies in Nursing and Management degrees students.

maturity and long experience as students (at least 12 years of schooling before), value essentially how teachers lead them to the learning of set as the most important dimension of the three considered of their academic performance. The fact that many students, particularly those who have the status of worker-student can not attend many classes and can opt for the assessment by examination (instead of submitting to the mode of continuous assessment), may justify the minor evaluation methodologies. Moreover, the results show that students do not value highly the importance of the commitment of teachers as a determinant of quality of education provided and therefore the academic performance of students. The relational distance which we believe, still exists among many of the students surveyed and their teachers and the consequent ignorance of the nature of their work may help us explain these results.
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Assessment Of Some Acceleration Schemes In The Solution Of Systems Of Linear Equations.

Assessment Of Some Acceleration Schemes In The Solution Of Systems Of Linear Equations.

Many practical problems can be reduced to systems of linear equations Ax = b, where A, b are known matrices and x is a vector of unknowns. Systems of linear equations play a prominent role in economics, engineering, physics, chemistry, computer science and other fields of Pure and Applied Sciences [2]. A solution to a system of linear equations is a set of numerical values ….. that satisfies all the equations in a system [1]. There are two classes of iterative methods [3]: linear stationary and linear nonstationary. The stationary iterative methods are the Jacobi, Gauss-Seidel and SOR and Nonstationary include Krylov subspace methods: Conjugate Gradient, Minimal Residual, Quasi-Minimal Residual, Generalizes Minimal Residual and Biconjugate gradient methods. The choice of a method for solving linear systems will often depend on the structure of the matrix A. According to [8] ideally, iterative methods should have the property that for any starting vector , it converges to a solution Ax = b. [5] is of the view that examination of the Jacobi iterative method shows that in general one must save all the components of the vector while computing the components of the vector for an iterative method. According to Hadjidimos [6], the first step in the construction of solution of stationary iterative methods usually begins with splitting of matrix A. Thus, A = M – N where det M and M is easily invertible so that A = b is equivalent to = T + C , where T = and C = giving the iterative scheme = T + C , (k = 0,1,2……). [2] noted that for systems of linear equation A the splitting matrix may be chosen in a different way; that is, one can split matrix A as A = D L U where D is the diagonal matrix, L and U are strictly lower and strictly upper triangular matrices respectively. In solving the systems of linear equations Ax = b, therefore, we consider any convergent method which produces a sequence of iterates { [7] .Quite often the convergence is too slow and it has to be accelerated. According to [9] to improve the convergence rate of the basic iterative methods, one may transform the original system A = b into the preconditioned form PA = Pb, where � is called the preconditioned or a preconditioning matrix. Convergent numerical sequences occur quite often in natural Science and Engineering. Some of such sequences converge very slowly and their limits are not available without suitable convergent acceleration method. Some known acceleration schemes are: Chebyshev Extrapolation scheme [4] and residual Smoothing.
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Investigating The Use Of Mobile Computing In Zimbabwe Polytechnics Case Of A Polytechnic In Zimbabwe

Investigating The Use Of Mobile Computing In Zimbabwe Polytechnics Case Of A Polytechnic In Zimbabwe

Zimmerman (1999) in his article titled ―Mobile Computing: Characteristics, Benefits, and the Mobile fra mework‖ defined mobile computing as ―the use of computing devices, which usually interact in some way with a centralised information system while away from the normal fixed workplace‖. He went on to say that, Mobile computing technology enables the mobile person to create, access, process, store and communicate information without being constrained to a single location. It is on the above basis that this researcher views mobile computing as embracing a host of portable technologies the can access internet using wireless fidelity (WIFI). These range from notebook computers to tablets, to smartphones and e-book readers. Such devices have brought about Mobile learning (m-Learning) in Zimbabwe Polytechnics, enabling staff and students to share academic resources, be able to research and develop applications from wherever they are. Zimmerman (1999) went on to identify mobile computing hardware, software and communications in use then. He identified hardware as palmtops, clamshells, handheld Pen Keys, pen slates, and laptops. The characteristics of such devices in terms of screen size was small, processing capability was limited and supported a few mobile applications. Over the years mobile devices have improved in such characteristics to make mobile computing easy, fast and user friendly. Great improvements also came with the associated systems software, with the modern devices now running on Android, Symbian and windows 8 mobile, as compared to then when MS DOS, Windows 3.1, Pen DOS were used. In communications Zimmerman talked of internet speeds in kilobytes per second (Kbps), while today’s communications devices have speeds of gigabytes per second (Gbps
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SOCIAL ECONOMY – A FORM OF INCLUSION AND OF ''REACTIVATING'' OF LABOR IN THE CONTEXT OF THE CURRENT CRISIS

SOCIAL ECONOMY – A FORM OF INCLUSION AND OF ''REACTIVATING'' OF LABOR IN THE CONTEXT OF THE CURRENT CRISIS

)n the context of the cohesion policy, solidarity must represent a support for development . For that purpose, solidarity can be seen as a help for self‐help and its success depends a great deal on the capacity and the training of the people to whom the support of making maximum profit out of these addresses to. This support does not mean exclusively financial support, although it is necessary and important but, of all things, it means an exchange of experiences and cooperation, the development of capacity through training, open discussions with the interested factors and last but not least a critic, but a constructive dialogue between the various levels of government: European, national, regional, local. )n other words, a functional labor market should represent a catalyst for the general objective of the European Union – social and economical cohesion – because it has in view the connections with the different markets of the services and of the goods and generates the necessary income for supporting the participation of the individuals, bringing them together, placing them in collaborations. )n this context, the starting points for promoting the inclusion through the activities of social economy have in view: adapting the institutional environment, developing the public‐private partnership, developing the social dialogue between players, investments in the human capital and supporting the exchange of good practices within the European Union.
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The need of continuous teachers training in the coaching of Vocational Education

The need of continuous teachers training in the coaching of Vocational Education

The diagnosis of training needs of teachers for vocational education courses seems to us of particular importance, given its specificity. With strong technical, technological, artistic and professional trend, it gives young people the "insertion into the working world" (Decree-Law 139/2012, art. 6.º d)) in a qualified way, the pursuit of higher education and success and personal enhancement. At the same time, the legislation establishes specific rules for the organization, action, evaluation and accreditation of vocational education by requiring teachers training in, according to law. Within the framework of the construction of knowledge that we define the purpose of this exploratory study: to diagnose training needs of teachers who teach professional or vocational courses. Due to this goal come the research questions we want to answer:
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Avaliação (Campinas)  vol.14 número1

Avaliação (Campinas) vol.14 número1

The process of institutional audit in England has been developed by the QAA in cooperation with the HEFCE. The audit teams will focus their evalu- ation on six speciic areas, listed below. To which area the audit team makes a judgement, not about the academic standards but about the way the institution ensures that its academic standards are being secured (QAA, 2006). If the audit veriies that the institution is managing the assurance of academic standards soundly and effectively the judgement will be expressed as “conidence”. When the audit team has substantial doubts about the current, or future, management of security of academic standards the judgment will be expressed as “limited conidence”. It is not a judgment of failure but indicates that improvements need to be made (QAA, 2006). Finally if the audit team has serious concerns about the capacity of the institution to secure academic standards, the judgement will be “no conidence”, which means that the evaluation of the institution is unsatisfactory. These cases are very rare in the UK system but when they occur all stakeholders know about them.
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Environmental education in secondary schools in the region of Ribeirão Preto (SP, Brazil): how teachers' views of the environment determine their teaching and some reflections on chemistry teachers' higher education.

Environmental education in secondary schools in the region of Ribeirão Preto (SP, Brazil): how teachers' views of the environment determine their teaching and some reflections on chemistry teachers' higher education.

ENVIRONMENTAL EDUCATION IN SECONDARY SCHOOLS IN THE REGION OF RIBEIRÃO PRETO (SP, BRAZIL): HOW TEACHERSVIEWS OF THE ENVIRONMENT DETERMINE THEIR TEACHING AND SOME REFLECTIONS ON CHEMISTRY TEACHERS’ HIGHER EDUCATION. During short courses, 95 secondary school teachers from 49 state schools and 421 students from the Ribeirão Preto region (in Sao Paulo state, Brazil, with a population of 530,000) were asked to fill in different questionnaires. The points raised in the teacher’s questionnaire were used as a guide to establish a continuous dialogue during the short courses. Most of the schools claimed to have some kind of environmental education (EE). Based on the questionnaires and dialogues we analyzed how the teachers’ perceptions on EE reflect on the views secondary students hold about their own responsibility for preserving the environment. The role of universities in the preparation of chemistry teachers capable of effectively approaching EE is also discussed.
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CONTINUOUS CREATION IN THE PROBABILISTIC WORLD OF THE THEOLOGY OF CHANCE

CONTINUOUS CREATION IN THE PROBABILISTIC WORLD OF THE THEOLOGY OF CHANCE

Let us suppose that such a scenario is true. We must at the very begin- ning note that God, when He brings about the existence of x and its essential parts, determines the range and kind of its possible accidental properties as well as its substantial changes. For example, a table cannot sing and a hu- man cannot ly (like a bird can). Thus if x belongs to a kind K (x is K), then no other contingent being (substance) can bring it about that x is F, if F is incompatible with K. But if it is true for any substance x that x is F or x is not F, meaning that x is determinate in every respect and F is not essential for x, then it must be the case that if God brought about the existence of x, then he brought about that x is F or (non-F). If x has been created by God, then x must be determinate in every respect, since x is a substance. Therefore x is F or x is non-F. It is also impossible that any non-essential properties of x could be (directly and totally) caused by other created substances, because every other substance distinct from x has to have all its own properties, in- cluding all its accidental properties. It must be so because every substance to be a substance must have all its properties both essential and accidental. Thus it is not possible that any substance created by God (ex nihilo) could bring about the existence of any accidental properties of any other substan- ce because all its properties (parts or constituents) are determined directly (intimately) and totally by God.
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