Modeling Teacher-Student Race Match in California Public Schools

2021 ◽  
Author(s):  
Julia Tucher
Keyword(s):  
Public Schools ◽  
Teacher Student ◽  
California Public Schools

scholarly journals Biochemistry on the game board: improvements in the teaching-learning process in basic education

2015 ◽  
Vol 13 ◽  
pp. 18
Author(s):  
F. A. Silva ◽  
R. Rebeca
Keyword(s):  
Public Schools ◽  
Basic Education ◽  
Leisure Activity ◽  
Pedagogical Practice ◽  
Teacher Student ◽  
Education School ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Game Board ◽  
Teaching Learning

According to the Curriculum Guidelines of Biology of Basic Education "school should encourage the pedagogical practice based on different methodologies, valuing the teaching concepts, the learning (internalization) and the evaluation that allow teachers and students being aware of the need for emancipatory transformation”.  The teaching of biochemistry and its contents in basic education are not discussed as a structuring content within the Biology subject, but are included in related content such as cellular biology. The objective of this study was to inventory the contents and methodologies related to biochemistry taught by teachers of basic education and produce teaching-learning materials as contribution to these contents from the inventory results. The methodology was developed from the analysis of the questionnaires applied to biology teachers from public schools of Guarapuava-Pr. The results showed that the teaching of biochemistry and biology discipline, although it comes from the same area, are designed as two unattached areas, meaning there is no perception by teachers in relation to the implicit conceptual intercept in teaching Biology and Biochemistry. To this end, the profile of the game Grow was adapted using themes related to Biochemistry. The game consists of 45 cards and a game board with a track. The player who gives more write answers to the questions reaches the end and wins the match. For game evaluation participants answered a questionnaire at the end of the activity. Most of the participants argued that the process has contributed to ensure the assimilation of the contents, since it is a leisure activity with effective participation of students. Thus, the obtained data confirmed the assumption of  Pedroso (2009), which states that the games allow a significant teacher-student interaction, disseminating scientific knowledge from the views and experiences of the student.

scholarly journals Influence of Teacher-Student Relationships on Students’ Loneliness in Coeducational and Single-Gender Public Secondary Schools in Kenya: a case of Murang’a County

2020 ◽  
Vol 4 (6) ◽  
pp. 50-57
Author(s):  
Baru Peter ◽  
Zachariah Kariuki ◽  
Lucy Ndegwa ◽  
Johannes Njoka
Keyword(s):  
Public Schools ◽  
Survey Design ◽  
Personal Data ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

The objective of this study was to establish the influence of teacher-student relationship on loneliness among secondary school students. The study was carried out in sub county public schools in Murang’a County, central region of Kenya. A cross sectional survey design was used. Stratified random sampling was used to get a sample of 592 participants from eight sub counties in Murang’a County. Loneliness was measured using Perth aloneness loneliness scale (PALs) while teacher-student relationship (TSR) was measured using ten statements with graded responses in a five point Likert scale developed for this study. The PAL and TSR scales together with personal data questions formed sections of self administered questionnaire. Administration of the questionnaire was done during normal school days by research assistants. The data was coded and analyzed using statistic program for social sciences (SPSS) version 20. Findings were that TSR was inversely and highly significantly related to loneliness. Regression analysis revealed that TSR predicts 16.2% of loneliness among students. The results are discussed in relation to implications in teacher training curriculum and loneliness counseling in schools.

A Escolarização de Adolescentes Infratores em Um Contexto de Privação de Liberdade

2018 ◽  
pp. 34
Author(s):  
Eliseu De Oliveira Cunha ◽  
Maria Virgínia Machado Dazzania
Keyword(s):  
Public Schools ◽  
Educational System ◽  
Social Inclusion ◽  
School Education ◽  
Formal Schooling ◽  
Security Measures ◽  
Structured Interviews ◽  
School Year ◽  
Teacher Student ◽  
The Right

A Constituição Federal e o Estatuto da Criança e do Adolescente - (ECA) preveem o direito à educação escolar do adolescente autor de ato infracional privado de liberdade. Para efetivar tal garantia, as unidades socioeducativas de internação costumam abrigar, em suas respectivas estruturas institucionais, escolas públicas, nas quais os socioeducandos têm acesso à escolarização formal. Não obstante, muitas dúvidas ainda pairam a respeito das condições de implementação dessa política pública em um contexto tão idiossincrático. Nesse sentido, os objetivos que nortearam a realização do presente estudo foram os de elucidar e discutir as especificidades institucionais e operacionais da escolarização de adolescentes autores de ato infracional em um contexto de privação de liberdade. Foram realizadas entrevistas semiestruturadas com seis educadores, que atuavam em uma unidade de internação do sistema socioeducativo baiano. A análise dos dados revelou, dentre outros aspectos, uma intensa rotatividade do corpo discente, decorrente do frequente ingresso e saída de adolescentes ao longo de todo o ano letivo, um clima institucional permanentemente tenso, caracterizado por várias medidas de segurança, que comprometem o relacionamento professor-aluno, e um corpo docente desamparado e resiliente, que atua sob inúmeras condições adversas. A educação escolar, contudo, foi quase unanimemente valorada de forma positiva, sendo concebida como uma condição sine qua non para a inclusão e a mobilidade sociais dos internos. Conclui-se assinalando a insuficiência da escolarização no atendimento socioeducativo, bem como a necessidade de políticas públicas que a complementem e a antecedam.Palavras-chave: Adolescentes em Conflito com a Lei. Sistema Socioeducativo. Escolarização. Privação de Liberdade.AbstractThe Federal Constitution and the Child and Adolescent Statute provide for the right to school education of adolescents offenders deprived of liberty. In order to carry out such guarantee, the socio-educational units of internment usually have public schools in their respective institutional structures, where the inmates have access to formal schooling. Nevertheless, there are still many doubts about the conditions of implementation of this public policy in such an idiosyncratic context. In this sense, the goals that guided the conducting of the present study were to elucidate and discuss the institutional and operational specificities of the adolescents offenders schooling in a context of deprivation of liberty. Semi-structured interviews were carried out with six educators who had been working in an internment unit of the Bahia state socio-educational system. Data analysis revealed, among other aspects, an intense turnover of the students , due to the frequent entrance and exit of adolescents throughout the school year, a permanently tense institutional climate characterized by several security measures that compromise the teacher-student relationship, and a helpless and resilient set of teachers that work under numerous adverse conditions. However, school education was almost unanimously positively valued and was conceived as a condition sine qua non for the social inclusion and mobility of inmates. It is concluded pointing out the schooling insufficiency in the socio-educational care, as well as the need of public policies that complement and precede it.Keywords: Adolescents Offenders. Socio-Educational System. Schooling. Liberty Deprivation.

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