Education in the United States

In the United States,boys and girls start school when they are five yearsold.In some states they must stay in school until they are sixteen.Moststudents are seventeen and eighteen years old when they finish high school.     

Education In England

E ngland is in the west of the world.M any things in England are different fromthose in the east. In England, children startschool at five years old. This is called a pri-m ary school. There are usually 25children ina class with one teacher to teach them .W hen the children are 11 years old,theygo to secondary school. They stay at thisschool till they are 16 or 18 years old. Thechildren have different teachers for differentsubjects. M ost children usually stay at schoolfor lunch. Som e chil…     

British grammar schools

Many English novels have talked ＇about grammar schools. But not all grammar schools are private ones. Public authorities run most of them. According to the arrangement of the grammar school system, children begin their education at the age of five. They first enter infants＇ schools and study for two years. These pupils then move to the second stage and study four years more. These six years combine to make the primary school stage. At the end of the stage pupils are eleven and they take public examinations called the ＂eleven plus＂ which are given by the examining boards. Those who get high marks in the ＂eleven plus＂ can enter grammar schools while those who fail to do well have to enter other kinds of schools called secondary modem schools.     

On Education

In England, many children go to nursery school from the age of about three, but these schools are not compulsory. Compulsory education begins at the age of five, when children go to primary school. Primary education takes six years, then pupils go to secondary education. After six years of secondary education, pupils take the General Certificate of Secondary Education (GCSE) examination. Most pupils take about eight subjects in this exam.     

Sustainable school projects as the education tool for delivering sustainability

In the past ten years, many exemplar projects are completed in China to encourage the sharing of knowledge and experience of sustainability. Many of these projects are landmark buildings, and because they can attract more public attentions, they raise more awareness of sustainable development. However, school projects are rarely mentioned in the news and annual inspirational project lists. The fundamental point of this paper is to challenge the common concept in China that school buildings are only used exclusively by children in formal education. According to the paper’s review of the school schemes in England and Wales, not only the inspirational sustainable schools created the opportunities and responsibilities to accelerate positive changes, but also they developed a vision of an asset that supports lifelong learning and sustainable lifestyles for the whole community. In this paper, the definition of a ‘sustainable school’ is summarised by comparing the statements and concepts in England and Wales. Moreover, a wide range of benefits gained by project stakeholders and communities are also demonstrated through case studies. In the end, lessons and innovations which can be learnt by Chinese school projects are concluded. The illustrations provided by this paper do not aim to solve all issues of promoting a sustainable school in China, but to open people’s minds to the impacts of their actions, and to build the knowledge and cooperative framework to promote public sustainable projects.     

Elementary Teachers＇ Perceptions About Implementation of Inclusive Education

The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students＇ disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers＇ quality but also the school administrators＇. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way.     

烦人的家庭作业(英文)

Schools in the USA and China are different in many ways,especially when it comes to"homework".In America,different state has different academic system(学制),"five-three-four"is common. American schools are not difficult from kindergarten to the end of high school. Elementary schools are from the end of kindergarten to the 5th grade.Middle schools are from the 6th to the 8th grade. High schools are from grade 9 to12.     

First Language Acquisition:How Children Learn Language

All normal children,with their body development and the influence of environment,could naturally use their mother tongue to interact with other language-users at about 6 years old.During this time,they need no formal instruction to acquire the first language,and it seems that there is some’innate’predisposition in the human infant to acquire language.This paper attempts to explore the com mon features that children share when they are in the process of developing language with the support of data from CHILDES(Child Lan guage Data Exchange System),and explain how child learn language.     

Primary school curriculum for educable mentally retarded children： A Turkish case

Educable mental retardation is a delay in acquiring basic reading, writing and counting skills emerging through late speaking and linguistic development along with social, emotional or behavioral problems. It is pointed out that such children have intelligence in the 45-74 range, and that they are incompetent in terms of language skills, perception power, memory capacity, imagination and creativeness. Primary school curriculum for educable mentally retarded children was adopted so as to implement beginning in 2001-2002 academic year. The curriculum was designed so as to apply in primary education schools where educable mentally retarded children attend or in private classes included in the body of primary education schools. It was designed in order for such children to improve their skills of understanding themselves, establishing positive social relations, adjusting to the social, technological and physical environment, and surviving independently. This current study is based on a qualitative method, and is focused on educable mentally retarded children who are at primary school age in Turkey. Having described the characteristics of such children, their needs are explained, the curriculum developed for such children is described, and teachers＇ views concerning the implementation of the curriculum are presented in this research.     

Beyond stigmatization of children with difficulties in learning

In the Albanian schools settings does not exist religious discrimination, neither gender discrimination, but there exists a discrimination, as unfair against children called ＂difficulty＂. The children who drop out of school are by far less numerous compared with those who start school, but who are not properly treated, so that they can progress the same as other children. The object of this article is the children with learning difficulties, the causes of these difficulties. One of the reasons, among many others, why this secret dropping out of school happens is also difficulty in learning that quite a few number of pupils have, which are not known to everyone, and consequently are not treated by all the teachers, or by the other people who surround the child, condemning him to a school failure and slim chances to succeed later in life. It has often been pointed out that to define the causes of these learning difficulties it is not an easy task. A large number of factors intermingle bringing about the hell of learning for some children. If it is impossible to intervene in different organic damages （even they in many cases can be prevented though）, at least those depending on people can be avoided by offering a favorable environment, showing fondness towards them and making efforts to help these children. Above all, the authors have to be willing, to know and be able to do this as parents and precisely as teachers.     

SCHOOL TIME

1.High schools in the USAFor most American teenagers life in an American high school is animportant and exciting experience.Most American teenagers start theirhigh school when they are fourteen and graduate at eighteen,when theycan go to work or continue studying at university.High school is not only a place to study and learn,it is also a place where students can takepart in many sports and enjoy a varied(多样的)social life.     

Contextualized Grammar Pedagogy： Integrating Grammar Into Writing Instruction

Grammar is an important aspect of English language pedagogy in China and is taught as a subject of study in Chinese primary and high schools. Despite studying grammar for several years, however, high school graduates find it difficult to express their ideas in English especially when they are asked to write essays at university. This article reports a study that investigates students＇ views regarding the study of grammar when contextualized to their writing courses. It was found that students appreciate contextualized study of grammar as opposed to isolated learning of grammar using memorization, drills, and practices. The study suggests that a shift in the aims and methods of teaching English in high schools is necessary if students＇ preferences, which are consistent with research literature in second language teaching, are to be taken into consideration.     

How to Cultivate the Reading Ability of Middle School Students

In spite of the fact that in our Syllabus for middle school English teaching, reading is listed as the most important one of the four language skills and is supposed to occupy a predominant position in final courses, the teaching of reading in our middle schools is by far and large unsatisfactory. Numerous facts have proved that our middle school graduates are poor in reading, they do not really know how to read. When they read, they read word by word, making     

亚洲校园内的恶霸行径

Bullying in schools is a serious problem in general 校园内的恃强欺弱的行为是一个严重的问题Reader's Digest has done a poll of 2500 parents of secondary school children in five Asian cities. They are : Singapore, Kuala Lumpur, Manila, Taipei and Bangkok. Twenty percent of these parents knew of bullying in schools last year. In Manila, bullying appeared to be most serious.On the whole, schools, parents and students are not doing enough to face or solve the problem of bullying. It is often ignored. Sometimes the school knows nothing about it; so it does not deal with it at all or effectively.     

Learn from Chen Binqiang

Chen Binqiang lives in Pan'an County in South China's Zhejiang Province.His father died in a traffic accident when he was only eight years old.His mother raised the three children all alone.Six years ago,his mother got Alzheimer(老年痴呆症).As a middle school teacher,he fastens the two of them together while riding his motorbike to go to work.He takes good care of his mother.     

Parent and teacher perceptions of students＇ general scholastic abilities： Effects on involvement and communication

Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities, such as being able to complete their school work, retain what they learn, and achieve sufficiently compared to other students at their ages, were analyzed for how well they predict parents＇ forms of involvement in their children＇s education and teachers＇ forms of communication to parents. Data were collected from parents and teachers in two Title I, public middle schools in a large, urban city in the southwest. Parent involvement and teacher communication practices were measured using the ＂school and family partnerships survey＂. Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities were measured using a teacher-rating version of the ＂perceived competence scale for children＂. Linear regression analyses revealed that parents＇ perceptions did not predict their involvement, nor did teachers＇ perceptions predict their amount of communication as reported by parents. Although parents＇ and teachers＇ perceptions did not predict involvement in this study, perceptions of children＇s general academic abilities should be further explored in relation to family-school partnerships. The results suggest that involvement in middle school occurs in ways distinctive from elementary school. Therefore, improved instruments are needed to more accurately measure parent involvement and teacher communication at grade levels beyond elementary school.     

择校

There are infant, primary, and secondary schools in the United Kingdom. Usually the parents or the eaters （监护人） would seek a school place for the child. In this case, the parents or the carers have to read the local School Admissions booklet （手册） that provides （提供） full information about the school admission process. Otherwise （否则）, they may be disadvantaged （ 不容易） in getting the preferred （最想要的） school place for the child.     

How to maintain young learners'attention:Teaching roles and classroom activities

Introduction Most young Chinese children start to learn English at eight or nine years old in primary school.According to research,many English lessons are not effective.The reasons for this inefficiency are vari-     

He Isn't My Really Brother

Molly lived in a small town by the sea.Shewas the only girl on her street.And the otherchildren were all boys.She could play with no-body after school and always felt lonely. When she was nine years old,another girlJoan came to live in the house opposite(与……对面的)hers.On the first day Joan and her fami-ly moved there,she visited them and knew Joancame from New York and they were both thesame age.Joan went to the same school as Mollyand was in Class One,Grade Two,too.Soon shemade friends witn her and they helped each oth-er.Joan had two brothers.The four children of-     

Memory

A good memory is a great help in learning a language. Everybody learns his own language by remembering what he hears when he is a small child, and some children who live abroad with their parents seem to learn two languages almost as easily as one. In school it is not easy to learn a second language because the pupils have so little time for it, and they are busy with other subjects, too.