Suchergebnisse

This article presents the results of comparisons between investment into ICT and the current state of equipment in Slovenian high schools compared to similar schools in the EU member states. Extensive research is based on surveying and interviews with the headmasters of 10 Slovenian high schools, jointly representing a typical sample of schools, as well as the different aspects of using ICT in their schools. The research results have shown that Slovenian high schools are substantially worse equipped with ICT than similar schools in the developed countries of the EU. This is evident in the lack of modern forms of organization, operation and education based on ICT. Slovenian high schools can only modernize their organization and operations if the Slovenian government starts investing substantially more into purchasing equipment, teacher training and the promotion of the knowledge, skills and competences that can only be developed using ICT. ; V članku so predstavljeni rezultati primerjave med vlaganji v IKT v slovenske gimnazije in podobne šole v EU in rezultati obsežne raziskave, ki smo jo opravili z anketo in razgovori z ravnatelji desetih slovenskih gimnazij, ki predstavljajo tipični vzorec za Slovenijo. V raziskavi smo preučevali različne aspekte uporabe IKT v šolah. Raziskava je pokazala, da so slovenske šole slabše opremljene z IKT kot v najbolj razvitih državah EU, kar ne omogoča sodobne organizacije dela in učnega procesa. Stanje se bo izboljšalo le v primeru, ko bo slovenska vlada namenila več sredstev za IKT v izobraževanju (nakup opreme, pripravo e-gradiv, izobraževanje učiteljev itd.) in ko bodo zahteve po IKT kompetencah vključene tudi v cilje programov.

Signed (p. 10): George R.R. Cockburn, M.A., Rector. ; Includes appendix. ; Course of instruction dated: Toronto, July, 1858. ; "Approved by the Council of Public Instruction for Upper Canada." ; Electronic reproduction. ; Mode of access: Internet. ; 44

There are currently 153 grammar schools in England (Bolton, 2017). The option to attend a grammar school for secondary education is based on successfully passing the eleven-plus assessment. Government discourse when justifying the grammar school system has repeatedly highlighted the emancipatory nature of the selection process, citing increased opportunities for social mobility for those students from lower income households (Foster, Long, and Roberts 2016). Research has shown that there are potential dangers of high stakes testing on young people in terms of their mental health and wellbeing (Hutchins, 2015). Based on a review of the literature on selective education in England, there is a lack of research that focusses on the emotional impact of the eleven-plus on the young people who are in a selective system. This study aims to obtain accurate information about the very emotional personal experiences of children moving through the selection process for secondary school. The 'draw, write and tell' technique is used in order to gather the data. 'Draw, write and tell' involves the child drawing or constructing a piece of art using another medium such as clay and creating a piece of artwork which illustrates their thoughts or feelings about a particular research topic. The child is also encouraged to write words around the work and openly discuss their work with their peers which assists in the accurate interpretation of the work. The data obtained is from a sample of five students from a primary school based on the Wirral peninsula in the North West of England, this is a fully selective education authority. Using the tools of Pierre Bourdieu as a sociological lens through which to explore the selection process, the aim of this research is to highlight the significant socio-economic disparity between students who attend grammar schools and those who do not. Through the careful analysis of the children's own narratives, many of Bourdieu's key themes including habitus, capital, fields, doxa and symbolic violence ...

Abstract
Slovak language and literature belongs to the leading subjects in the system of secondary education in the Slovak Republic. The persistent traditional teaching techniques (encyclopedic-memorization) and the absence of systematic development of critical thinking in the process of education has caused an identified below average state of critical thinking of students at secondary grammar schools. The aim of our half-year experiment was to verify the effectiveness of The Programme of Development of Critical Thinking of Pupils in the Subject of Slovak Language and Literature. To meet the set target we implemented an experiment (a single-factor technique of parallel groups). Out of 16 first-grade secondary grammar schools classes (N = 365) two equivalent groups were selected for the experiment – an experimental group (n = 32) and a control group (n = 30). The main measurement means was the Watson-Glaser Critical Thinking Appraisal Test. The conclusions of the experiment pointed out the effectiveness of the intervention programme.

Skautska organizacija na varaždinskoj Gimnaziji bila je utemeljena na inicijativu školskih vlasti početkom Prvog svjetskog rata, neposredno pred početak školske godine 1914./15. Njezina svrha bila je pružanje pomoći pri funkcioniranju vojnih i državnih službi u ratnim uvjetima. Pomažući gradskim i državnim službama, skauti su organizirali dežurstva i kurirsku djelatnost na biciklima. Vojnicima su osiguravali okrjepu pri prolasku kroz Varaždin i snalaženje pri boravku u gradu. Posebno značajna bila je pomoć skauta pri zbrinjavanju ranjenika. Nakon završenog bolničkog tečaja, tijekom prve ratne godine obavezno su pomagali pri prebacivanju ranjenika sa željezničkog kolodvora u bolnice, njegovanju i održavanju kontakata s obiteljima. U svrhu sprečavanja zaraza, prvo je obustavljena njihova pomoć pri zbrinjavanju ranjenika, a do kraja školske godine zamrla je njihova cjelokupna aktivnost. ; The Scout organization that operated in Gimnazija – Varaždin was founded upon the initiative of the educational authorities at the onset of World War I, at the very beginning of school year 1914/1915. Its purpose was to provide help with the operation of military and civil services during war period. By helping municipal and state services, the Scouts organized watches and courier activities on bicycles. They provided soldiers with refreshment while traversing Varaždin, as well as orientation assistance while they were stationed in the town. One of the most crucial services provided by the Scouts was helping wounded soldiers. Upon the completion of a healthcare course, during the first year of the War their basic duty was to assist with the transfer of casualties from the train station to hospitals, as well as to nurture the wounded soldiers and maintain contact with their families. In order to prevent the outbreak of diseases, at first their caretaking activity was discontinued, and by the end of the year their overall activity subsided.

"Eine zentrale Annahme im Zusammenhang mit der Reduzierung der Schulzeitdauer bis zum Abitur (G8) ist, dass durch eine mit der Schulzeitverkürzung verbundene gestiegene zeitliche Belastung der Schülerinnen und Schüler kaum mehr Zeit für außerschulische Aktivitäten bleibe. In diesem Beitrag wird mit Hilfe eines Mixed-Methods-Designs der Frage nachgegangen, wie Schülerinnen und Schüler acht- und neunjähriger Bildungsgänge (G8: n=534; G9-neu: n=521) ihre Freizeitressourcen einschätzen und inwiefern eine entschleunigte Lernzeit - im Rahmen des neuen G9-Bildungsganges in Nordrhein-Westfalen - erweiterte Möglichkeiten für außerschulische Aktivitäten bietet. Die quantitativen Analysen bei Schülerinnen und Schülern von 13 Gymnasien weisen, u.a. auf Basis von Zeittagebüchern, weniger auf zeitliche Differenzen zwischen den Bildungsgängen, sondern vielmehr auf eine unterschiedliche Gestaltung von Freizeit hin und lassen danach fragen, wie die Kinder selbst Differenz zwischen G8 und G9-neu verhandeln. Dazu wird die Rekonstruktion eines Transkriptionsausschnitts aus insgesamt 20 Gruppendiskussionen mit Schülerinnen und Schülern dargelegt, der mittels dokumentarischer Methode einen exemplarischen Einblick in die Differenz kommunikativen und konjunktiven Wissens ermöglicht." (Autorenreferat)

Directed motor activity can affect the anthropological status of children more effectively than unstructured and free activities. The paper examines the impact of two three – month programs on the transformation of the anthropological status of male children aged 6. A statistically significant difference was confirmed in all tested variables (running 20m, backwards polygon, hand tapping, sitting forward lean, long jump, sit up, hand plank) between the initial and final measurements. The outdoor polygon led to greater positive changes in the motor status of preschool children than shaping exercises with elements of games. It is necessary to further investigate the optimal relationship between these two types of directed exercises.

"Je erfolgreicher die Berufslaufbahn von der Jugend bis zur Lebensmitte, desto eher will man die Berufstätigkeit bis zur und jenseits der Altersgrenze fortsetzen. Diese Kontinuitätshypothese wird im Kölner Gymnasiastenpanel untersucht, das ehemalige Gymnasiasten des 16. Lebensjahrs im 30., 43. und 56. Lebensjahr wiederbefragt. Zielvariablen sind (1) die aktuelle Berufstätigkeit; (2) die Wichtigkeit der Fortsetzung der Berufstätigkeit bis zum Ruhestand; und der Wunsch, danach die Berufstätigkeit (3) im alten oder (4) in einem neuen Beruf fortzusetzen. Prädiktoren sind der objektive und subjektive Berufserfolg und die Freizeitpräferenz bis zum 56. Lebensjahr, die soziale Herkunft und Aspirationen im 16. Lebensjahr. Die Wahrscheinlichkeit der aktuellen Berufstätigkeit (1) steigt mit dem objektiven und subjektiven Berufserfolg; die Neigung zur Fortsetzung der Berufslaufbahn (2-4) wächst allein mit dem subjektiven Berufserfolg. Die Kontinuitätshypothese wird in differenzierter Form bestätigt." (Autorenreferat)

The Reverend Henry Stuart Fagan (1827-1890), after a fine career at the City of London School and Oxford University, became headmaster of several grammar schools in succession, lastly at Bath Grammar School from 1858 to 1870 where he also held the linked parish of Charlcombe. His tenure was complicated by the intractable problems of the unreformed School's governance. He resigned in 1870 to become a country parson at St Just-in-Penwith in Cornwall and then at Great Cressingham with Bodney in Norfolk. He was a prolific writer for periodicals and newspapers, and his output included several interesting travel pieces, besides much on Ireland and Irish Home Rule in which he was a prominent controversialist, somewhat to his detriment in conservative Norfolk. His ecclesiastical politics appear to have been Christian socialist sensu Charles Kingsley, and firmly Anglican, and this gave his involvement in the Irish controversies its special character, for it meant that his Unionist opponents found it far more difficult to try and equate Home Rule with 'Rome Rule'. He was indeed vigorously pro-Irish in all things, but it is not at all clear why, partly because little is known about his parents and his disrupted childhood.

This paper studies municipal politics carried out by the Daroca council concerning secondary education in this town during the sixteenth and seventeenth centuries. Economic prosperity during the sixteenth century allowed the expansion of the Grammar school to satisfy the increasing demand of public education for the population as a way of social promotion. Economic decline in the town and raising municipal indebtedness led to a more strict control of the educational system by the ruling elites in their own benefit and a bigger dependence of wider social groups on the Catholic Church and private patronage to get any education. ; Estudio relativo a la política desarrollada por el Concejo de Daroca sobre la educación secundaria en esta ciudad durante los siglos XVI y XVII. La prosperidad económica permitió durante el siglo XVI la expansión de la Escuela de Gramática para satisfacer la creciente demanda de enseñanza pública por la población como vía de promoción social. Sin embargo, el declive económico de la ciudad y el creciente endeudamiento municipal durante el siglo XVII condujeron a un control más estricto del sistema educativo por las élites dirigentes en aras de sus propios intereses y a una mayor dependencia por parte de grupos sociales más amplios respecto de la Iglesia Católica y el patronazgo privado para acceder a la educación.