THE SYSTEMS MODEL TO THE EVALUATION OF STATE TEXTBOOKS AND CURRICULUM IMPLEMENTATION IN GREEK PRIMARY SCHOOL HISTORY

1994 ◽  
Author(s):  
ΑΛΕΞΑΝΔΡΑ ΚΟΥΛΟΥΜΠΑΡΙΤΣΗ
Keyword(s):  
Primary School ◽  
Curriculum Implementation ◽  
Systems Model ◽  
School History

Some Student Teachers' Conceptions of Creativity in Primary School History

2011 ◽  
Vol 9 (2) ◽  
pp. 15-24
Author(s):  
Anthony Blake ◽  
Gail Edwards ◽  
Douglas P. Newton ◽  
Lynn D. Newton
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
School History

scholarly journals Teachers' Implementation of CEFR-aligned Curriculum: A Preliminary Study

2021 ◽  
Vol 3 (3) ◽  
pp. 05-09
Author(s):  
Gloria Chong ◽  
Hamidah Yamat
Keyword(s):  
Primary School ◽  
Survey Research ◽  
Random Sampling ◽  
Curriculum Implementation ◽  
Survey Questionnaire ◽  
Esl Teachers ◽  
Online Data ◽  
Positive Direction ◽  
School Settings ◽  
Preliminary Study

This paper acted as a preliminary study to discover the degree of Malaysian teachers’ readiness in CEFR implementation and the CEFR implementation practices in the English as the second language (ESL) classroom. This study implies a survey research design. An online google form survey questionnaire was disseminated to in-service teachers through convenient random sampling. The respondents are twenty Malaysian primary school ESL teachers from different school settings. The respondents answer a closed-ended questionnaire that elicits their readiness in the CEFR-aligned curriculum implementation and their frequency in using the CEFR-aligned curriculum's resources and assessment. The online data gathered were tabulated and further analysed using IBM SPSS Statistics version 22. This study concludes that the CEFR-aligned curriculum is moving in a positive direction. However, the overall readiness for the implementation needs more improvements, and the resources given should be into full use.

scholarly journals Speech Correction Class at Izushi Primary School-History and recent problems

1985 ◽  
Vol 97 (1-2) ◽  
pp. 39-45
Author(s):  
Kinya UNO ◽  
Hideo HASEGAWA ◽  
Kayoko SATO ◽  
Tomoaki SUGIURA ◽  
Ikuko KANATAKI ◽  
...  
Keyword(s):  
Primary School ◽  
School History ◽  
Speech Correction

scholarly journals Evaluation of Senior High School History’s Program Curriculum Implementation of Curriculum 2013 in the Province of DKI Jakarta

2021 ◽  
Vol 2 (4) ◽  
pp. 171-176
Author(s):  
Sumardiansyah Perdana Kusuma ◽  
Diana Nomida Musnir ◽  
Zulfiati Syahrial
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Curriculum Implementation ◽  
Evaluation Model ◽  
Senior High School ◽  
Data Presentation ◽  
Analysis Techniques ◽  
History Curriculum ◽  
School History ◽  
Collection Data

The purpose in this study to evaluate of Senior High School (SMA) Historys Program Curriculum Implementation in Jakarta Province. This study used the CIPPO program evaluation model includes: (1) Context, consisting of the fundamental framework, curriculum standards, and curriculum goals; (2), Input, consisting of elements of curriculum developers, principal, teacher, and student; (3) Process, consisting of planning, learning, and assessments; (4) Product, and the effect of history (5) Outcomes, consisting of history.This research is qualitative with documentation studies, interviews, and observations, which are then enriched with a quantitative data in the form of tests. Data analysis techniques include data collection, data condensation, data presentation, and conclusions. The population studied were SMAN 70, SMAN 48, SMAN 77, and SMAN 18 which implemented Curriculum 2013 and opened a class Science Social Knowledge (IPS) where the subjects of History Indonesia and History Interest in the same academic Interest in Students. The results of the study show that there is a systemic bias, starting from stakeholder understanding, curriculum documents, processes by teachers, learning outcomes, to learning outcomes in the implementation of the High School History Curriculum in the 2013 Curriculum in DKI Jakarta Province.

scholarly journals «Jeg har aldri spurt om å kunne slutte selv». En kvalitativ studie av en gruppe jenters vei mot frafall i videregående skole

2019 ◽  
Vol 28 (1-2) ◽  
Author(s):  
Sissel Elisabeth Edvardsen ◽  
Hege Hovland ◽  
Anne Brita Thorød
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Environment ◽  
Dropping Out ◽  
Upper Secondary School ◽  
School History ◽  
Upper Secondary ◽  
Mental Problems ◽  
History Of ◽  
Absence Rate

In this article we explore the school history of girls who are dropping out from upper secondary school, recorded with mental problems. The study has a qualitative, exploratory design with an inductive approach. Interviews were conducted with life-line method, with some supplemental questions. Most of the girls experience weak relations to both school-peers and teachers in primary school. Some of them are bullied and describe a school without capability to deal with the problems and work for an including school environment. When they reach upper secondary school they have a high absence rate and most of them are requested to terminate school, partly due to the risk of losing part of their statutory right to upper education. The findings are discussed in resilience- and bio-ecological perspectives.

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