What did I do in school today?

Rina went to school 1 she was six years old.She liked her first day 2. Her teacher, Miss Yates,was very nice,and 3 in her class were 4,too.But at the end of the second     

How did I do?

A rookie police officer was out for his first ride in a cruiser with an experienced partner. A call came in telling them to     

Unit 2 What should I do?

学习指南在这个单元里我们要学习的语法项目是情态动词should和could的用法。语言目标是学会谈论问题和学会提出忠告。通过听、说、读、写运用目标语言,从而达到熟练运用。重点、难点知识点拨:[课文注释]1.Iarguedwithmybestfriend.我和我最要好的朋友争吵了。     

Unit 11 What time do you go to school?

Ⅰ.用两种方式表达下列时刻。①6:10②7:45③8:28④2:05________________________________________________⑤11:31⑥9:30⑦1:58⑧5:45________________________________________________Ⅱ.看图完成对话。一空一词。1.A:_______________you get up everymorning?B:I get up_____5:45.A:Oh,it’s so early.2.A:_____you_____English classes everyday?B:Yes,we_____.A:_______________the first class start?B:It__________8:00.3.A:_____you have awatch?B:_____,I_____.A:__________is it byyour watch?B:It’s_____.4.A:________…     

What do foreign students eat for lunch at school?

One of your favorite topics of conversation at lunchtime must be the foodprovided by your school(食堂)."The dishes are boring,"you may say.You are not alone.It seems children all over the world complain about theirschool food.So what do students of your age eat for lunch at school?     

What do they do?

Four friends live in a small town. Their names are:Cook, Miller, Smith and Garter.They have different jobs. One is a policeman; one is a worker;one is a farmer; one is a doctor.One day Cook's son breaks(摔断) his leg, and Cook takes him to the doctor. The doctor's sister is Smith's wife. The farmer isn't married (结婚). He has a lot of chicks. Miller often buys eggs from Garter. The policeman's house is near Smith's, so he sees Smith every day.     

What can I do for the Olympic Games?

The 29th Olympic Game will be celebrated in Beijing, China. I!m proud ofthis. Olympic Games are always celebrated in big countries,which means ourcountry is stronger than before.The Chinese government is getting ready for the 2008 Olympic Games.Workers ar…     

Factors affecting school choice: What do Malaysian Chinese parents want?

Aiming to explore factors affecting Malaysian Chinese parents in sending their children to either national secondary schools or Chinese independent schools, 494 parents were surveyed using a questionnaire. Results showed that parents who sent their children to Chinese independent schools have different priorities compared to those who sent theirs to national secondary schools—the former are concerned with teachers’ quality, chances of learning the Chinese culture and Mandarin while the latter are concerned with tuition fees and strategic location. In general, the finding that Malaysian Chinese parents take cultural and language factors into account when choosing a suitable school for their children is interesting because both are seldom listed as important.     

What makes a school Catholic?

This research aims to look at how a group of primary head teachers’ in the North West of England perceive the Catholic nature of their schools and how they give their account of Catholic education for twenty-first century Britain. They go on to describe their feelings about the mission of their school. The head teachers’ views of how they identified their school’s Catholicism are critiqued in the light of Catholic Church teaching on the nature of Catholic schools and compared to academic and theological models of Catholic education.     

What do consultants do,anyway?

This article describes some of the different roles or functions a consultant may fill, and discusses some of their implications for both clients and consultants. The focus is on the differences between consultants as generalists vs. specialist, and between consultants as advisors to others vs. direct providers of products or services.     

‘I was dead restorative today’: from restorative justice to restorative approaches in school

This paper explores definitions and understandings of restorative practices in education. It offers a critique of current theoretical models of restorative justice originally derived from the criminal justice system and now becoming popular in educational settings. It questions the appropriateness of these concepts as they are being introduced to schools in parts of the UK and refers to a recent Scottish Executive funded pilot initiative to implement restorative practices in schools. The paper then reflects on some findings from the evaluation of this pilot project, outlines a new notion of restorative approaches and suggests that this broader conceptualisation may offer an important way in which to promote social justice in education and to reassess the importance and inevitability of conflicting social interaction and structures inherent in schools as complex social institutions.     

What is a dysfunctional school?

Abstract

Whether or not a school is dysfunctional depends largely on how dysfunctionality in schools is defined and measured. Dysfunctionality, as any construct, is subject to definition and interpretation, and it is thus always marked by perspectivism. But regardless of the definition games occasionally played by academics, some form of reality takes place beyond the constructivist horizon. Moreover, perspectivism and definition games may justify and even create adverse consequences within a school's lived reality. A definition focussing on Grade 12 pass rates, for example, tends to implicate teachers, while a definition focussing on infrastructure tends to exculpate teachers and incriminate government and administration. Accordingly, this article will not end but begin with the adage that a dysfunctional school is what one defines a dysfunctional school to be, and it will explore the conditions and consequences of conceptual variations.     

Sex differences in achievement goals: do school subjects matter?

European Journal of Psychology of Education - Many studies have already found differences between male and female students in various motivational variables. With regard to the stereotypes...     

Unit 2 What should I do？

同步点拨 【学习目标导航】 1．学会理解并运用should和could的用法。 2．掌握其他情态动词的用法。 3．学会描述人们日常生活中所遇到的各种问题并给出合理的建议。     

Inequalities in school leavers’ labour market outcomes: do school subject choices matter?

Abstract

Despite a wide international literature on the effect of vocational and general education on school-to-work transition, relatively little is known about the role of having studied specific subjects in explaining inequalities in young people’s labour market outcomes. This paper aims to fill this gap by examining differences in employment chances of young people who left education early, either at the end of compulsory schooling or at the end of secondary school. Using data from the Scottish Longitudinal Study, a large-scale linkage study created using data from administrative and statistical sources, we found little gender differences but strong parental background differences in school leavers’ employment status and type of occupation entered. Social inequalities in labour market outcomes were only partly explained by curriculum choices. Moreover, after controlling for social origin and grades, only history and business for lower-secondary leavers and maths for upper-secondary leavers were associated with a reduction in the chances of being unemployed/inactive.     

What Am I?

I was born(出生) in a small river.When I was young,river was my home.I did not know my parents,but I had hundreds of brothers and sisters.I swam about(四处) and played all day with them.At that time I did not like(像) my parents.I had legs(腿),but I had a long tail(尾巴),So I looked like a fish.