scholarly journals Optics outreach activities with elementary school kids from public education in Mexico

2014 ◽  
Author(s):  
P. Viera-González ◽  
G. Sánchez-Guerrero ◽  
J. Ruiz-Mendoza ◽  
G. Cárdenas-Ortiz ◽  
D. Ceballos-Herrera ◽  
...  
Keyword(s):  
Elementary School ◽  
Public Education ◽  
Education In Mexico

scholarly journals SOCIOCULTURAL APPROACH: ADAPTATIONS FOR TEACHING ENGLISH AT MIDDLE SCHOOL

2021 ◽  
Vol 25 (1) ◽  
pp. 439
Author(s):  
Otoniel Serrano de Santiago ◽  
Manuel Ramírez Chávez ◽  
Gabriel De Ávila Sifuentes ◽  
Mario Efrén Infante Espinosa ◽  
Juan Javier Ramírez Valles
Keyword(s):  
Middle School ◽  
Public Education ◽  
Basic Education ◽  
English Learning ◽  
Teaching English ◽  
School Year ◽  
Sociocultural Approach ◽  
Education In Mexico ◽  
English Program ◽  
The City

English learning has changed its role in Mexican Education throughout the years. Recently, in 2011, but with initial proof programs since 2009, the Federal Office of Public Education in Mexico proposed the National English Program in Basic Education, which included K-9.National English Program was new for some states, while others had to migrate and adjust the ones they had. Recently in 2017 some adaptations were made, the most important was the name of the program, but maintained its essence. In Zacatecas state, there was not a background regarding English learning, at least for K-6 students. In middle school (7-9 grades) most of the schools have teachers. Currently there are still some struggles in Zacatecas, English teachers for K-6 have not been hired to cover all schools, although its number has been increasing since 2011.This situation has broadened the proficiency levels of English commonly obtained by students. The study was carried out in Middle School #48 in the city of Zacatecas considering three 7th grade groups. The research is a mixed study, which considered different information gathered during the 2017-2018 school year, the intervention was based on Vygotsky’s theory, and planning according to the National English Program, at the end of the school year, results were collected, demonstrating the importance of effective planning based on context and students’ abilities.

Achievement vs. Social Justice

2014 ◽  
pp. 142-155
Author(s):  
Kimberly Hartnett-Edwards ◽  
Eron Reed
Keyword(s):  
Social Justice ◽  
Student Achievement ◽  
Elementary School ◽  
Public Education ◽  
Student Growth ◽  
Instructional Model ◽  
The Social ◽  
Unanticipated Consequences ◽  
Level Of Concern ◽  
School Pressure

This chapter discusses the use of an instructional model called platooning as a strategy to raise student achievement at a diverse, urban public elementary school. Pressure in schools, particularly on teachers, to demonstrate student growth on quantitative measures led teachers at this school to reorganize their instruction into a platooning model. This approach carried unanticipated consequences resulting in social justice issues for the students. The chapter covers the tensions that led to the adoption of the model and the theoretical constructs of social justice that were violated. Although these teachers would not describe what happened from a social justice framework, the level of concern for students, and the teachers’ determination to make empowered decisions on their behalf, demonstrates the fundamental concepts of the social justice agenda in public education.

scholarly journals REFLEXÕES SOBRE AS RECORRENTES JUSTIFICATIVAS DE AMPLIAÇÃO DA JORNADA ESCOLAR NA EDUCAÇÃO BRASILEIRA

2016 ◽  
Vol 9 (2) ◽  
pp. 183
Author(s):  
Alessandra Victor do Nascimento Rosa ◽  
Valdeney Lima da Costa ◽  
Flávia Russo Silva Paiva
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Public School ◽  
Public Education ◽  
Literature Search ◽  
Educational Policies ◽  
Multiple Views ◽  
School Time ◽  
School Day ◽  
Extended School Day

O presente artigo analisa as configurações da ampliação da jornada escolar que foram e estão sendo planejadas para as escolas públicas no âmbito do Ensino Fundamental, relacionando a problemática consubstanciada entre essa ampliação e suas distintas finalidades. Para tanto, levantamos as seguintes questões: Como vem se efetivando a ampliação da jornada escolar no contexto da educação pública brasileira? Quais as justificativas mais recorrentes para essa ampliação? Visando ao desenvolvimento deste trabalho realizamos uma pesquisa bibliográfica a partir dos estudos de Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007, 2009), Arcoverde (2003), Algebaile (2009), Maurício (2009), Monlevade (2009) e Rosa (2016). Os resultados deste estudo evidenciam que a ampliação da jornada escolar no contexto da educação pública brasileira, e voltando-se ao ensino fundamental, tem se realizado, basicamente, a partir da extensão do tempo de permanência dos estudantes na escola e a partir de diferentes entendimentos de como tal tempo escolar estendido deve ser ocupado, bem como sob distintos fundamentos para sua ampliação. Diante disso, observamos que as questões que envolvem a ampliação da jornada escolar, atualmente, se configuram a partir de múltiplas concepções, ideias e práticas emergentes na educação brasileira que precisam ser exploradas, sobretudo de modo aprofundado em trabalhos acadêmicos.Palavras-chave: Políticas educacionais. Escola pública. Jornada escolar ampliada. ABSTRACT This article analyzes the settings of the extension of the school day that were and are being planned for public schools in the elementary school, relating the problem embodied between this expansion and its different purposes. Therefore, we raise the following questions: How has been effective the expansion of the school day in the context of Brazilian public education? What are the most frequent reasons for this expansion? Aiming at the development of this study conducted a literature search from studies of Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007 and 2009), Arcoverde (2003) Algebaile (2009), Maurício (2009), Monlevade (2009) and Rosa (2016). The results of this study show that the expansion of the school day in the context of Brazilian public education, and returning to the elementary school, has done basically from the extension of students' time spent at school and from different understandings how this extended school time should be occupied and under different foundations for its expansion. Thus, we observe that the issues surrounding the expansion of the school day, currently, are configured from multiple views, ideas and practices emerging in Brazilian education that need to be explored, especially in depth in academic papers.Keywords: Educational policies. Public school. Extended school day. RESUMEN El presente artículo analiza las configuraciones de la ampliación de jornada escolar que han sido y están siendo planeadas para las escuelas públicas en el ámbito de la  Enseñanza Fundamental, relacionando la problemática consustanciada entre esa ampliación y sus diferentes finalidades. Para eso,  planteamos las siguientes cuestiones: Como se efectiva la ampliación de la jornada escolar  en el contexto de la educación pública brasileña? Cuáles son las justificaciones  más frecuentes de esta ampliación? Buscando el desarrollo de este estudio se há llevado a cabo una búsqueda bibliográfica a partir de los estudios  de Parente (2006, 2010), Teixeira (1977), Ribeiro (1986), Arroyo (1986), Cavaliere (2002, 2007 y 2009), Arcoverde (2003), Algebaile (2009), Maurício (2009), Monlevade (2009) y Rosa (2016). Los resultados de este estudio muestran que la ampliación de la jornada escolar en el contexto de la educación pública brasileña, y se  volviendo a laenseñanza  primaria, se há llevado a cabo, básicamente, a partir de la  ampliación del tiempo de permanência de  los estudiantes en la escuela y de diferentes entendimientos de como este tiempo escolar ampliado debe estar ocupado, bien como bajo diferentes bases para su ampliación. Ante esto, hemos observado que las cuestiones relacionadas con la ampliación de la jornada escolar, en la actualidad, se configuran desde múltiplas concepciones, ideas y prácticas emergentes en la educación brasileña que necesitan ser exploradas, sobretodo en profundidad en trabajos académicos.Palabras clave: Políticas educativas. Escuelas públicas. Jornada escolar extendida.

Islam, Morality and Public Education: Religious Elements of Ethics and Etiquette in the Uzbek School Curriculum

2018 ◽  
Vol 5 (3) ◽  
pp. 213-232
Author(s):  
Donohon Abdugafurova
Keyword(s):  
Elementary School ◽  
Public Education ◽  
Social Responsibility ◽  
Character Development ◽  
School Curriculum ◽  
National Character ◽  
School Subject ◽  
Central Asian ◽  
The Subject ◽  
Religious Elements

Influenced by Arabic and Persian traditions, the plural word Ādāb in the Uzbek language (sing. adab) as a social term connotes a discipline of character development in ethics and morals. As a literary term, adab means a concept of aesthetics that teaches morality. The prevalence of the concept in Uzbek society is evidenced by the fact that there is a school subject called Odobnoma: adab studies. These elementary-school classes aim to cultivate moral uprightness, social responsibility and virtue. On the surface, the subject seems to be secular, yet a closer analysis of the themes and topics of Odobnoma reveals indirect Islamic influence. This is partly because Central Asian cultures contain Islamic teachings, which have become a part of the national understanding of morality, ethics and etiquette. This article explores the influence of these teachings from the Uzbek perspective of “national character.”

Evaluation of American Cancer Society Elementary School Public Education Programs

1985 ◽  
Vol 55 (4) ◽  
pp. 157-160 ◽  
Author(s):  
R. Morgan Pigg ◽  
William J. Bailey ◽  
John R. Seffrin ◽  
Mohammad R. Torabi ◽  
Janice S. Lave
Keyword(s):  
Elementary School ◽  
Public Education ◽  
American Cancer Society ◽  
Education Programs ◽  
Cancer Society
Sign in / Sign up

Export Citation Format

Share Document