Geometric algebra for the High School Program

Summary Plane affine geometry is developed from four axioms, up to the construction of a field (in general non-commutative), introduction of coordinates and derivation of equations for lines. The development is intended to be intelligible and rewarding to better high school students.     

Using Technology to Facilitate Differentiated High School Science Instruction

This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students’ learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane’s planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students’ different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers.     

Pupils Share in Control of Our Small Junior High School

A challenge for school libraries is the identification and management of electronic and paper resources that teachers and students need. Courtenay Middle School, on Vancouver Island, has begun to assemble collections of mediated online links, in addition to the traditional paper and video resources, and to ask fundamental questions related to ongoing collection development and the creation of communities of contributors.     

School Support for Lower Achieving Pupils

Jill Duffield, a Research Fellow in the Institute of Education, University of Stirling, reports on a study in a Scottish local authority of four schools focusing upon measures of school effectiveness and socio-economic status (SES). Factors influencing the progress of lower achieving pupils in the early secondary years are also considered, including the pupil support systems in place: learning support, behavioural support and guidance.     

谈小学生的科学教育

我校自１９９８年以来,一直坚持在全体学生中开展形式多样、内容丰富的科学教育,使学生和学校的面貌发生了巨大的变化。我校地处天津市区西北部,远离市中心,原为城乡结合部的一所普通学校。这一带居民的科学文化素养普遍较低,学生长期生活在这种科学文化氛围淡薄的社区环境中,学科学、爱科学、讲科学、用科学的自觉性普遍较差。学校所处的这种社区文化环境,严重地影响和制约了我校学生科学文化素养的提高及学校的发展。面对这种现实,学校领导并没有消沉,而是高举科学的旗帜,带领全体教职工在学校内创设出一种浓厚的“学科学、爱科…     

台湾高中优质化政策述评

高中优质化作为台湾十二年国民基本教育政策的子计划之一从2007年即开始实施,其目标旨在实现全面优质、区域均衡。本文试图对台湾高中优质化政策进行解读并探讨其实施效果,主要表现在：一方面,学生就近入学率、教师专业发展等得到提高,另一方面,该政策在实施过程中也出现了一些问题如争夺优秀生源、经费受限制等;文后为我国大陆中等教育改革提出一些建议。     

Helping Pupils who Refuse School

Jean Church, Teacher in Charge, Berwyn Edwards, Educational Psychologist, Clwyd Education Authority, describe a unit for non-school attenders in North Wales and their approach to pupils who go unwillingly to school     

美国中小学生守则

<正>每次都礼貌地称呼老师,如某(姓)老师/主任/校长。准时或稍提前进入课堂。先举手,后提问。在课堂上,学生可以坐着与老师交流,不一定要起立。缺课期间,一定要请老师或同学把落下的功课补上。遇紧急情况需要离开学校时,应提前告知老师并问清楚在离校期间应学的功课。     

Depression among Pupils at School

Depression in childhood and adolescence occurs more often than most schools realise. Teachers can contribute to identifying, assessing and managing this condition. Professor Ian Goodyer, Section of Developmental Psychiatry, Cambridge University, reviews the current state of knowledge and how schools may be able to help.     

美国中小学学生守则

1.Always refer to a teacherby title and last name. 对老师称呼要礼貌. 2.Get to class on time or alittle earlier. 按时或早些到校上课. 3.Raise your hand when youwant to ask a question. 有问题要举手.     

The Educational Achievement of Pupils in Differentiated and Undifferentiated Groups

Responses on a Likert-type instrument, the Eight College Professors (Form B), from 664 education juniors and seniors in five small colleges were analyzed to examine the preferential rankings given four types of social science professors as an instructor. While some suggestive variations were observed, the overall order of preference was Teacher—Socialite—Researcher—Administrator (the least preferred) . This was in contrast to earlier findings on university students who placed Researcher ahead of Socialite. Female professors were consistently less preferred to male professors by college students of both sexes.