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Inclusion of literature into ELT is regarded as a highly beneficial aspect of education. Given the generally accepted capability of literary texts to develop a whole range of abilities of the students, the authors of the study decided to focus mainly on the development of intercultural competence, since they consider it to be the dominant one. The proposed study looks into the manner of creating the learning environment with selected literary texts of postcolonial literature and their influence on the development of intercultural competence of the upper-secondary-school students. The research takes the form of a case study scrutinized by means of the 3-A method of analysis. The findings of our study highlight the importance of content-based teaching and also the vital role of the employment of aesthetic function of a text and the resulting emotional response in ELT.
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Authors of the study deals with the issue of improving reading competence in socially disadvantaged pupils (from marginalised Romany communities) with mild intellectual disabilities. Aim of the study is verification of cognitive stimulation programme effectiveness built within the methodology of dynamic assessment of cognitive functions (ACFS-cz, 2014) and focused on the improvement of reading competence level (technique and way of reading, reading comprehension) in socially disadvantaged pupils with mild intellectual disabilities in the 4th grade in special elementary school. Authors present the results from conducted research of the reading competence (using static testing) and cognitive functions (using dynamic testing) in the selected sample of respondents (case studies), as well as the results from observation of the pupils’ behaviours during dynamic testing. Based on the research findings authors formulate recommendations for special educational practice.
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Preparatory grades are considered by experts as a tool for effectiveness of education of specific groups of pupils, particularly pupils with intellectual disabilities from socially disadvantage backgrounds in the area of motoric, social skills, communication,and self-occupation. With acquiring key competences in the preparatory grade, there rises an assumptions of their school success in the first grade of primary education. Nowadays the number of classrooms of preparatory grades is on the decrease. Summarisation,comparison, and analysis of theoretical knowledge on the examined issue has shown its importance from the experts’ point of view. In the paper the authors were interested, in what areas and dimension the preparatory grade graduation has any impact on school success of pupils with intellectual disabilities. In the research dimension, the authors present findings from the comparison of levels of examined knowledge and skills through screening assessment among a group of pupils with mild intellectual disabilities in special elementary schools in Prešov and Košice region, who graduated preparatory grade, and a group of pupils with mild intellectual disabilities, who did not attend the preparatory grade. Aim of the research was to examine the level of knowledge and skills in selected areas in pupils with intellectual disabilities after graduating the preparatory grade and,subsequently, compare findings with the level of knowledge and skills in the same areas in pupils with mild intellectual disabilities, who did not graduate the preparatory grade. Research findings shown that the pupils with mild intellectual disabilities, who attended the preparatory grade, scored higher in all examined areas, particularly in the area of graphmotoric and phonemic awareness than the pupils with mild intellectual disabilities, who did not attend the preparatory grade.
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This article presents the success of the school in working with students, the school community and partner organizations. Presented are various initiatives conducted for achieving the goals set for building a modern competitive school, development of social, civic and digital competences. The results and effects of implementing these initiatives are analyzed.
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Postfoucauldian discourse analysis is a vigorously developing approach to discourse studies focusing on the analysis of power, discourse, knowledge and social practice. This comprises studies deriving from Michel Foucault’s thought, reinterpreting it, however, with the aim at application to an analysis of empirical data, also from the field of pedagogy and education. The purpose of this paper is to present main concepts and categories of postfoucauldian discourse analysis (e.g. enunciation, discursive formation, discursive practice, procedures for the control of discourse, dispositive, regime of truth) and guidelines for conducting research on the example of an analysis of chosen public texts concerning the debate on liquidation of middle schools in Poland as a result of the reform of education carried out by Law and Justice’ government.
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The aim of this study is to investigate the effects of educational drama practices on the ecological footprint awareness of the primary school teachers. In this research, pre-post test single-group quasi-experimental design was used and Ecological Footprint Scale was applied as pre-test and post-test to measure the ecological footprint awareness of primary teacher candidates before and after educational drama practices. Primary school teacher candidates conducted research on environmental issues for ten weeks, wrote a scenario about these issues, staged and watched their scenario. As a result of the study, it was found that the difference between the average scores of the ecological footprint awareness before and after the educational drama studies and the difference between the mean scores of all sub-dimensions were statistically significant (p<0.05). The difference between the average scores is calculated as a big effect[ή2] and it was interpreted that educational drama studies increased the ecological footprint awareness of primary school teacher candidates with a great effect and their sub-dimensions with a medium and large effect. The learner center, which can be used in educational processes, can be effective in providing different activities, information and can enable the acquisition of different behavior and habits with active participation.
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This study introduced the Scale of Adolescents’ Perceptions Toward Adults (SAPTA), which was developed in Turkey. The validity and reliability study for SAPTA was performed using the data obtained from 1008 high school students whose ages ranged between 14 and 18. The internal consistency coefficient calculated with the Explanatory Factor Analysis (EFA) data obtained from 381 students was found to be 0.78 for the sub-scale named “Admired Adult Characteristics,” 0.66 for the sub-scale named “Disturbing Adult Characteristics,” and 0.69 for the entire scale. The internal consistency coefficient calculated with the Confirmatory Factor Analysis (CFA) data obtained from 627 students was found to be 0.82 for the sub-scale named “Admired Adult Characteristics,” 0.68 for the sub-scale named “Disturbing Adult Characteristics,” and 0.72 for the entire scale. The Spearman-Brown split-half test reliability value was found to be 0.74. The results of the analysis indicate that SAPTA has psychometric characteristics sufficient for determining the perceptions of adolescents, whose age range between 14 and 18 years.
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The study is aimed at developing a valid and reliable measurement instrument intended to identify the perception of the third and fourth grade primary school pupils in relation to their teachers’ behaviour throughout their education. The analysis of the related literature and the draft version of the scale were prepared after obtaining expert opinion and trials conducted in the second term of 2015-2016 school year in different state primary schools under the jurisdiction of the provincial directorate of national education in Malatya on the sample of the third and fourth grade pupils. Expert opinion was obtained to determine the content and face validity of the scale and for construct validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were also conducted. For statistical operations, studies on 25 items were carried out. Findings obtained based on EFA and CFA analyses suggested that fit indices of the structure of the scale of perceived teacher behaviour were sufficient. The Pearson Correlation Coefficient between the obtained scale and the scores of the test-retest method was also found to be at reasonable level. Based on these findings, it was concluded that the scale of perceived teacher behaviour is an instrument that produces valid and reliable measurements and it could be used to measure the pupils' perception of teacher behaviour.
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This paper aims to discuss issues on learner autonomy and teachers’ effort and responsibility in promoting autonomous learning in English language classrooms. The concept of learner autonomy is a focus of many researchers in different countries. Many researchers and academics consider this phenomenon as a central concern in language learning. In cultivating learner autonomy there is a two-way street; the teacher whose role is highly important in fostering and encouraging learners to learn in an autonomous way and the learner who is responsible for his/her own learning after getting the required need and help from the teacher. However, teachers around the world still struggle with the ways to foster autonomous learning in the language classroom or outside it. Therefore, this study was conducted in three high schools in Gjilan, where 30 teachers were interviewed in order to find out if they promote autonomous learning, and if so, how much effort and responsibility they show with their learners, and their opinions on the necessity in promoting Learner Autonomy (LA) in English classrooms. As a result, study findings show that the interviewed teachers are aware of the importance, but regarding the implementation of learner autonomy however, they still struggle on implementing it into practice in their classrooms stating reasons which hinder this important issue in English language teaching.
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This study aimed to investigate the effect of learning conditions which were created on the basis of children’s novels at 2nd grade of secondary education on acquisition of democratic culture awareness. In the study which was carried out at Turkiye Odalar ve Borsalar Birligi (TOBB) Secondary School which is in the centre of Burdur, experimental design was used. A scale developed by the researcher was applied to the participants. The internal consistency reliability coefficient of the scale was found 0.87. It is seen that the factor loads of the scale change between 0.43 and 0.83. The scale consisted of 10 dimensions and 52 items. Dependent and independent samples t tests were used for the analyses. In order to create learning conditions, 3 native 3 foreign children’s novels were selected by field experts. The learning conditions created on the basis of these novels were implemented to the experimental group for 12 weeks of period. According to the findings of the study, there were not any significant differences between the experimental and control groups in terms of acquisition of democratic cultural awareness. However, a significant difference was found between male and female students in the experimental and control groups in favor of male students regarding acquisitions of democratic culture awareness.
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The author points out that studying the Reports rhetorically testifies about the presence of philosophical knowledge and reference to philosophical authors present among teachers of Novi Sad’s Great Grammar School who never taught philosophy. Therefore, in that period, it was possible for Novi Sad’s Great Grammar School to often change teachers of philosophy, since thorough philosophical knowledge used to belong to the educational syllabus of contemporary teachers, at least when it came to those who studied »spiritual science«. In the Reports, philosophical issues were predominant over articles of philosophy teachers. The issue confi guration of teachers’ works focused on the following three subjects: language, history and education. The analysis of prominent texts showed that contemplative strongholds which shaped philosophical consciousness, which were also adopted by the teachers of Novi Sad’s Great Grammar School in the period from 1867 to 1918, fully corresponded to the standards of the time.
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The establishment of a good atmosphere in class is achieved through the interconnection of subjects and creative activities with children, which affects the motivation and development of the key learning competences, in order for them to better understand the world around them. Therefore, the cooperation between institutions makes the planning and accomplishment of the student educators’ practice possible, allowing them to become aware of their work with children during their studies. The analysis of the students’ work remains an important process during the receiving of theoretical information. It is also important in the accomplishment of their practice in preschool institutions and pre-primary classes within schools in order to motivate the children to learn. This study emphasizes the work of student educators in the following two courses: (1) Theory of Learning Through Practice and (2) Pedagogical Practice for the planning and realization of different activities in cooperation with the educators in the preschool institutions and pre-primary classes. Hence, we think that the interconnection between theory and practice greatly affects the creative work of students in the motivation and development of the children. The study analysis is based on the analysis of classwork records, portfolios, presentations and researches of the student educators of the AAB College. The practice is carried out in preschool institutions and pre-primary classes during a fifteen-week period by the second-year and fourth-year students of Social Sciences of the academic year 2017/2018.
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It was often recommended to observe "child-appropriateness" as a basic principle while determining the nature of the texts to be used in Turkish textbooks. However, it could be stated that the scope of the “child-appropriateness” principle is not described in concrete terms in the literature. The concept of “child-appropriateness” indicates responding to the learning needs of the child, depending on age and level, in an appropriate way through quality stimuli. This study was carried out to determine the basic concepts on which the principle of “child-appropriateness” is based upon, as well as determining the principles to be observed in the selection of texts for Turkish textbooks. In this respect, the principle of “child-appropriateness” was systematized through three variables namely, "textuality criteria", "teaching-learning principles" and "children's reality". As a result of this study, it was suggested that the main features of texts to be selected for use in Turkish textbooks could be determined through the systematization mentioned above by taking the developmental characteristics of students into consideration starting from the first grade up to the eighth grade, under the guidance of “the textuality criteria” and “the teaching-learning principles”.
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Razmatrajući pitanje započinjanja bavljenja filozofijom, u nekom vidu izlaganja ideje filozofije, nalazimo se u susretanju sa sistemom obrazovanja i vaspitanja. Naime, u školskom sistemu kod nas, koji filozofiji prilazi kao još jednom nastavnom predmetu, ustalilo se uverenje da se upoznavanje sa filozofijom ima izvesti na završnoj godini srednjeg obrazovanja. Opravdanje za takav stav nalazimo i u shvatanju maturantskog doba kao pravog vremena ili zrelosti (lat. maturitas) za zahteve koje pred sebe postavlja filozofija, ali ih i traži upravo od onih koji se sa njom upoznaju. Medjutim, ukoliko dopiremo do pune svesti o započinjanju u filozofiji, ne možemo se pozivati samo na izvesnu životnu dob, koja ponekad može imati čak i konsenzualnu prihvaćenost (kada je reč o nastavi filozofije), bez daljeg promišljanja o izvoru mogućnosti za filozofsko istraživanje. [...]
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Program nastave filozofije u IV razredu srednje škole istovetan je za učenike svih gimnazijskih i stručnih srednjoškolskih usmerenja. Struktura programa nastave filozofije u IV razredu obuhvata, unutar posebnih poglavlja, određenje filozofije, antičku i srednjovekovnu filozofiju, filozofiju novog doba i savremenu filozofiju. [...]
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Music has been present in upbringing and education since the beginning of human civilization up to this day. One has always believed in its educational power, and many contemporary researches have proved its positive influence on overall human development. The very concept of musical education has been developing from the one where music was used as a method in upbringing and education up to the contemporary one that seeks to cleanse it of out-of-music goals and strives towards „upbringing for music through music“. Guided by that principle, the activity of listening and getting to know artistic values of musical pieces has been put in the focus of contemporary musical education in order to develop musical taste in students, while singing, playing and musical creativity are optional. The subject of this paper is the aforementioned musical activities that are practiced with students from the 1st to the 4th grade of elementary school in the course of regular teaching and extracurricular activities. The goal of the paper is to determine the position and role of musical activities in contemporary education, as well as the way of their implementation in practical teaching.
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