Cognitive tasks in the core content areas: Factors that influence students' technology use in high‐school classrooms

2021 ◽  
Author(s):  
Nathan A. Hawk ◽  
Vanessa W. Vongkulluksn ◽  
Kui Xie ◽  
Margaret A. Bowman
Keyword(s):  
High School ◽  
Technology Use ◽  
Cognitive Tasks ◽  
Content Areas ◽  
The Core ◽  
Core Content ◽  
High School Classrooms

scholarly journals Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

2017 ◽  
Vol 6 (2) ◽  
pp. 271
Author(s):  
S. Nurmatin ◽  
W. Purwianingsih
Keyword(s):  
High School ◽  
Content Knowledge ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Junior High School ◽  
Learning Activities ◽  
Pedagogical Content ◽  
The Core ◽  
Core Content ◽  
Prospective Science Teachers

<p>This study involving prospective science teachers at SMP aims to portray the ability of Pedagogical Content Knowledge (PCK) of the teachers via resource folios. Resource folios in question are the core and PaP-eRs made by the prospective science teachers when carrying out the “Program Pengalaman Lapangan” (PPL). The subjects were six candidates conducting PPL at a junior high school and were assigned by the class teachers to teach Grade VII. The instrument used as a means of collecting data in this research is the CoRe and PaP-eRs. The instrument has been analyzed using an analytical format. The result of CoRe and PaP-eRs analysis shows that the learning activities are carried out on the whole in accordance with lesson plans that have been rendered previously. However, the instruction plan is focused more on the CoRe content materials to be studied, while the narrative of learning implementation in the PaP-eRs is emphasized more on learning activities. The results show that the PCK ability of prospective teachers still do not show the integration between content capability and pedagogical ability.</p>

The Impact of the Learning Environment on Student Engagement in High School Classrooms

2014 ◽  
Vol 116 (13) ◽  
pp. 166-177
Author(s):  
David J. Shernoff ◽  
Stephen M. Tonks ◽  
Brett Anderson
Keyword(s):  
High School ◽  
Student Engagement ◽  
Learning Environment ◽  
Sampling Method ◽  
Experience Sampling ◽  
Experience Sampling Method ◽  
Public High School ◽  
High School Classrooms ◽  
Subject Areas ◽  
The Impact

This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).

scholarly journals El artículo 53 de la Constitución Española de 1978: esquema de la evolución y del estado de situación de sus instrumentos de reconocimiento y garantía de las libertades y derechos fundamentales (1978-2017) // Article 53 of the Spanish Constitution of 1978: outline of the evolution and the situation of their instruments for the guarantee of the Fundamental Rights (1978-2017)

2017 ◽  
Vol 1 (100) ◽  
pp. 1099
Author(s):  
Alberto Oehling de los Reyes
Keyword(s):  
Fundamental Rights ◽  
Practical Realization ◽  
Public Authorities ◽  
The Public ◽  
Constitutional Protection ◽  
The Core ◽  
Spanish Constitution ◽  
Core Content ◽  
The Social ◽  
Practical Reality

Resumen:El artículo 53 de la Constitución española recoge tres cuestiones básicas: en primer lugar, determina que los derechos y libertades vinculan a todo el poder público; en segundo lugar, determina la protección constitucional y judicial de los derechos y libertades y de los derechos fundamentales; en tercer lugar, reconoce los principios rectores de la política social y económica. En este artículo se analizan estos preceptos y conceptos constitucionales, pero también se estudia su desarrollo legislativo desde 1978 y la realidad práctica hasta el día de hoy. En el artículo también se hace análisis de algunas incoherencias de la jurisprudencia del Tribunal Constitucional en materias fundamentales del artículo 53 de la Constitución española de 1978. La intención es dar una visión de conjunto del artículo 53 de la Constitución desde 1978 hasta hoy.Summary:1. Introduction. 2. The structure of the practical realization of the article 53. 3. Preconditions of the legislation of the rights and freedoms and fundamental rights: 3.1 The principle of subjection and legally binding of all public authorities. 3.2 The principle of legal reserve. 3.3 The core content of the rights and freedoms. 4. The preferred procedure and ordinary summary of the article 53: 4.1 Outline of evolution and situation of the preferred procedure and summary inthe jurisdictional divisions. 4.2 About the protection of fundamental rights with procedural nature. 5. The remedy of amparo in the context of the article 53.2. 6. Approximation to the practical sense of the principles recognized in Chapter III Title I.Abstract:The article 53 of the Spanish Constitution specifies three basic issues: First, determines that the rights and liberties link all the public authorities; Secondly, determines the judicial and constitutional protection of the rights and freedoms and fundamental rights in Spain; Thirdly, recognizes the guiding principles of the social and economic policy. In this article are analysed these constitutional provisions and concepts, but also is studied their legislative development since 1978 and the practical reality until the present day. In the article are also analysed some inconsistencies in the jurisprudence of the SpanishConstitutional Court on fundamental issues about the article 53 of the Spanish Constitution of 1978. The intention is to give an overview of the article 53 of the Constitution from 1978 until today.

scholarly journals Orienteering in Geography Education in Japanese High School

2019 ◽  
Vol 2 ◽  
pp. 1-8
Author(s):  
Taketo Kobayashi
Keyword(s):  
High School ◽  
Learning Effect ◽  
Geography Education ◽  
School Education ◽  
Learning System ◽  
Map Learning ◽  
The Core ◽  
Learning Outdoors ◽  
Good Learning ◽  
Map Scale

<p><strong>Abstract.</strong> Orienteering, a map activity, has been described as effective in learning geography in school education. When dealing with orienteering in school education, it is learning outdoors different from ordinary classroom lessons. Also, the environment surrounding school education differs from country to country. From this, it is important to show the practice of orienteering in school education in each country. In this research, I described the practice of orienteering in geography education of Japanese high schools in the following three viewpoints. The three viewpoints are the significance of orienteering in geography education, learning system of orienteering in geography education, examples of orienteering in geography education at school. The main points are as follows. <ol> <li>The skills given by orienteering are the basis of map learning and field learning in geography education.</li> <li>Learning system of orienteering is related to the map learning and field learning perspective, such as related to the map-scale linked with place.</li> <li>Orienteering practice in regular geography class at school grounds is the core, and good learning effect can be obtained. After this, orienteering can be expanded in a wide variety of directions.</li> </ol></p>

scholarly journals The Contribution of Lexical Cohesion to the Text Cohesion in EFL Students’ Expository Texts

ELT in Focus ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 11-18
Author(s):  
Hanif Nurcholish Adiantika
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Expository Texts ◽  
West Java ◽  
Lexical Cohesion ◽  
The Core ◽  
Cohesive Devices ◽  
Twelfth Grade ◽  
Efl Students ◽  
Text Cohesion

This study aims to investigate the use of lexical cohesion in students’ expository texts. It reveals thetypes of lexical cohesion employed by the students in their expository texts and the contribution oflexical cohesion to the text’ cohesion. This study employs qualitative research by using a case studydesign. Nine students of twelfth grade in a public senior high school in Kuningan regent, West Java,are chosen as the participants. The data in this study include the documents of students’ expositorytexts. The data are analyzed by using the concept of cohesive devices proposed by Halliday andHasan (1976). The findings show that there are two lexical cohesions identified in nine students’expository texts i.e. reiteration (covering i.e. antonymy, repetition, synonymy, meronymy, andhyponymy) and collocation. This study also indicates that lexical cohesion contribute to the processof keeping track of the participants and engaging the readers to the core argument of the text.Moreover, it can be stated that the contribution of lexical cohesion towards students’ expositorytexts is considered low. Therefore, there must be an encouragement for the students to use properlexical cohesion to make their text more cohesive.

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