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6,905 results on '"Education, Secondary"'

51. INSTITUTION OF GENERAL SECONDARY EDUCATION AVANGARDIV LYCEUM OF AVANGARDIV RURAL COUNCIL invites tenders for Sour Cream 20% Kefir 2.5% Drinking Yogurt 2.5%, Without Filler

Subjects
Yogurt, Education, Secondary, News, opinion and commentary
Abstract

INSTITUTION OF GENERAL SECONDARY EDUCATION AVANGARDIV LYCEUM OF AVANGARDIV RURAL COUNCIL, Ukraine has invited tenders for Sour Cream 20% Kefir 2.5% Drinking Yogurt 2.5%, Without Filler. Tender Notice No: UA-2024-08-19-003174-a [...]

Published
2024

59. DEPARTMENT OF EDUCATION, YOUTH AND SPORTS OF BOGODUHIV CITY COUNCIL OF KHARKIV REGION invites tenders for Services of On-Line Access to the Electronic Learning Tool Educational and Didactic Multimedia Material for General Secondary Education Institutions

Subjects
City councils, School facilities, Education parks, Teenagers, Youth, Teaching -- Equipment and supplies, Education, Secondary, News, opinion and commentary
Abstract

DEPARTMENT OF EDUCATION, YOUTH AND SPORTS OF BOGODUHIV CITY COUNCIL OF KHARKIV REGION, Ukraine has invited tenders for Services of On-Line Access to the Electronic Learning Tool Educational and Didactic [...]

Published
2024

60. MUNICIPAL STATE-OWNED ENTERPRISE ABAY DISTRICT HOUSE OF CULTURE invites tenders for Service for Reception of a Nurse with Secondary Education, Amt: 538000.00

Subjects
Nursing education, Government business enterprises, Nurses, Education, Secondary, News, opinion and commentary
Abstract

MUNICIPAL STATE-OWNED ENTERPRISE ABAY DISTRICT HOUSE OF CULTURE, Kazakhstan has invited tenders for Service for Reception of a Nurse with Secondary Education, Amt: 538000.00. Tender Notice No: 12822239-1 Deadline: August [...]

Published
2024

63. Teaching Math for Emergent Bilinguals : Building on Culture, Language, and Identity

Author

I, Ji-Yeong, author and Martinez, Ricardo, author

Subjects
Education, Education, Elementary, Education, Secondary, Textbooks
Abstract

This book is designed for pre-service/in-service teachers and others who will work or work with K–12 students who have linguistically and culturally diverse backgrounds, especially students of other languages (English language learners/Emergent bilingual/multilingual). The core concept of this course is helping teachers understand the needs of various Emergent Bilinguals (a.k.a. English language learners (ELLs)/English Learners (ELs), learn to use their language and culture as a resource in mathematics classrooms and implement research-based instructional strategies that are effective to teach mathematics for Emergent Bilinguals.

Published
2020

64. Building Democracy for All : Interactive Explorations of Government and Civic Life

Author

Maloy, Robert W., author and Trust, Torrey, author

Subjects
Education, General education, Education, Elementary, Education, Secondary, Textbooks
Abstract

Designed as a core or supplementary text for upper elementary, middle and high school teachers and students, Building Democracy for All offers instructional ideas, interactive resources, multicultural content, and multimodal learning materials for interest-building explorations of United States government as well as students’ roles as citizens in a democratic society. It focuses on the importance of community engagement and social responsibility as understood and acted upon by middle and high school students—core themes in the 2018 Massachusetts 8th Grade Curriculum Framework, and which are found in many state history and social studies curriculum frameworks around the country. Building Democracy for All has been developed by a collaborative writing team of higher education faculty, public school teachers, educational librarians, and college students who are preparing to become history and social studies teachers. The primary editors and curators are from the University of Massachusetts Amherst College of Education. Contributing teachers come from school districts in the Connecticut River valley region of western Massachusetts (Amherst, Gateway, Westfield, Hampshire Regional, and Springfield). As an open resource, the book is being revised constantly by the members of the writing team to ensure timely inclusion of online resources and information.

Published
2020

66. Holocaust memory and its mediation by teachers : a study of England and France (1987-2018)

Author

Mann, Heather, Gildea, Robert, and Tisdall, Laura

Subjects
History, Modern, Education, Secondary, History
Abstract

Holocaust education has expanded in its purpose and status between 1987 and 2018, reflecting increasing practices and rituals of remembrance in Holocaust memory. Whilst changes in policy, museums, memorials, cultural productions and school textbooks have all been examined by Holocaust scholars, the practice of Holocaust education in classrooms has avoided scrutiny in memory studies and history of education despite becoming a primary place of memory transmission. This thesis considers the role of the secondary school history teacher, as a consumer, producer and mediator of Holocaust memories. It argues teachers do not simply present the 'official' textbook narrative of history to school pupils, but construct a historical memory based on their beliefs about the purpose of history education, the needs of society and the needs of their pupils. Their lessons and pedagogies are informed and challenged by the cultural memory of the Holocaust, memories of their own family histories of the Second World War, and also current affairs and politics. Accordingly, their mnemonic nexus articulates the dynamics of collective memory. Using oral semi-structured 'life history' interviews with history teachers, this thesis explores the mnemonic influences on individual teachers' understanding of the Holocaust in four localities across England and France. Combined with a review of professional teaching magazines and journals, and local newspapers, this thesis charts the trajectory of Holocaust education across Aix-en-Provence, Leeds/Bradford, Lincolnshire and Marseille. By doing so, it looks for moments when family memory enriched or subverted dominant narratives of the Holocaust, as well as the relationship between Holocaust education and other 'difficult histories' of genocide and empire. As teachers engage emotionally with the Holocaust, this thesis argues that teachers also aimed to produce emotion in classrooms as a tool to shape 'future citizens' and to develop local, national and European identities.

Published
2021

74. Gambia: Basic and Secondary Education Ministry and Free Education

Subjects
Education, Secondary, News, opinion and commentary
Abstract

The Constitution has indicated in section 30 that, 'All persons shall have the right to equal educational opportunities and facilities and with a view to achieving the full realisation of [...]

Published
2024

75. EU Contract Notice: ORASUL BUHUSI Issues contract notice|solicitation for 'Equipment for the project 'Development of the educational infrastructure for primary, secondary and high school education in the city of Buhusi' - DIGITAL EQUIPMENT'

Subjects
Education, Secondary, Contract agreement, Business, international
Abstract

Luxembourg: ORASUL BUHUSI has issued contract notice/solicitation for 'Equipment for the project 'Development of the educational infrastructure for primary, secondary and high school education in the city of Buhusi' - [...]

Published
2024

77. STRENGTHENING UKRAINE'S PRIMARY AND SECONDARY EDUCATION THROUGH WORLD BANK SUPPORT

Subjects
Schools -- Ukraine, Educational reform, Education, Secondary, News, opinion and commentary, World Bank Group. World Bank
Abstract

WASHINGTON -- The following information was released by the World Bank: A new $415 million education program to improve primary and secondary education in Ukraine will reach one million students, [...]

Published
2024

83. History education for transitional justice : how students understand and construct historical legacies in the post-apartheid South African history classroom

Author

Robinson, Natasha, Mills, David, and Todd, Jason

Subjects
Post-apartheid era, Education, Classroom environment, South Africa, Education, Secondary, Anthropology teachers
Abstract

Central to the transitional justice agenda is a society's attempt "to come to terms with a legacy of largescale past abuses" (United Nations, 2004, emphasis added). While there has been extensive scholarship on how students learn history in post-conflict societies, there has been almost no attention given to how students learn about historical legacies. The scholarly silence on post-conflict legacies is reflected in history curricula. The South African history curriculum - a focus of this study - deals extensively with large-scale past abuses, but does not require students to reflect on whether these past abuses have lasting effects. This dissertation focuses on how young South Africans learn to construct legacies of historical injustices in the context of their history classrooms. It draws on nine months of ethnographic research in four Grade 9 history classrooms in Cape Town, each with a different racial composition. Every history class over three terms was observed, and teachers and students from each class were interviewed multiple times over the course of the year. The research makes several important contributions to the field of history education and transitional justice. The first contribution is the theoretical framing of historical legacies as social constructs which are shaped by and give meaning to the present. This challenges both transitional justice scholarship which portrays legacies as "self-evident" (Stoler, 2016), and history education research which considers "legacy thinking" as an historical thinking skill (Foster et al, 2008). The socio-cultural approach to legacy construction - which this study pioneers - opens up an exciting new intersection of study. By adopting an ethnographic methodology, this study contributes a new approach to researching how historical legacies are constructed and negotiated among young people in different classroom spaces. Wittenberg's (Wittenberg, 2015) conceptualization of "causal legacies" provides an important framework for the analysis of ethnographic data. The study pays particular attention to the factors that mediate the construction of historical legacies - such as racial identity - and how these shape the ways in which students learn to develop explanations for contemporary society, and their own "historical identity" (Rüsen, 2014, p. 68). Lastly, this dissertation contains detailed portraits of how historical legacies are negotiated, contested, and constructed in the Grade 9 South African history classroom. It suggests that there is great diversity in how apartheid legacies are constructed, even if the "historical facts" are largely consistent. Students in some classes, for example, learn about the horrors of apartheid, but also learn that those past abuses have no influence on their lives or contemporary society. These data furthermore demonstrate that history classrooms can have a strong influence on how students construct legacies. By exploring the contradictory ways in which students learn to construct apartheid legacies, we are in a stronger position to understand why transitional justice in South Africa continues to be so divisive.

Published
2020

85. Exploring Physical Phenomena

Author

van Zee, Emily, author and Gire, Elizabeth, author

Subjects
Education, Education, Elementary, General education, Education, Secondary, Physics, Science, Textbooks
Abstract

This course is intended for prospective and practicing elementary and middle school teachers. By exploring physical phenomena in class, you will learn science in ways in which you are expected to teach science in schools or in informal settings such as afterschool programs, youth group meetings, and museum workshops. This course also is appropriate for general science students and others interested in exploring some of the physical phenomena underlying global climate change. The theme for the course is: What happens when light from the Sun shines on the Earth? The emphasis is on questioning, predicting, exploring, observing, discussing, reading, and writing about what one thinks and why. This first unit focuses on exploring the nature of light phenomena. Among the unit’s many goals are two primary ones: to learn about light phenomena and to learn about ways to foster science learning for yourself and others such as your family, friends, and students.

Published
2019

86. Sharing Our Knowledge : Best Practices for Supporting English Language Learners in Schools

Author

Prokopchuk, Nadia

Subjects
Education, Education, Elementary, Education, Secondary, General education, Textbooks
Abstract

To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum. Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.

Published
2019

87. Trauma-Informed School Practices : Building Expertise To Transform Schools

Author

Berardi, Anna A., author and Morton, Brenda M., author

Subjects
Education, Psychology, Social sciences, Education, Elementary, Education, Secondary, Textbooks
Abstract

This textbook represents the combined insight and experience of Morton, a k12 educator, and Berardi, a psychotherapist, both of whom are also university educators with extensive work experience serving districts and their teachers seeking to incorporate trauma-informed principles into their school culture and classroom. The authors identify that the field of education is now ready to deepen its level of response to the paradigm shift created by advances in neuroscience and traumatology. Hence, the primary focus is on identifying and applying trauma-informed educator competencies needed to transform districts, schools, educators, classrooms, and the field of education itself, while also including community members such as parents and board members in these processes - a total system makeover. At the conclusion of this text, the student, educator, or mental health professional will have a deeper understanding of what trauma-informed practice requires of them. This includes practical strategies on how to transform our learning communities in response to the devastating effect of unmitigated stress and trauma on our student's ability to learn and thrive throughout the lifespan.

Published
2019

93. NATIONAL ADMINISTRATION OF PUBLIC EDUCATION | COUNCIL OF SECONDARY EDUCATION invites tenders for Outsourced Food Service for High School of Ismael Cortinas ? Flowers, Cooking Modality at the High School

Subjects
Outsourcing, High schools, School lunches -- Outsourcing, School lunchrooms, cafeterias, etc. -- Outsourcing, Education, Secondary, Outsourcing, News, opinion and commentary
Abstract

NATIONAL ADMINISTRATION OF PUBLIC EDUCATION | COUNCIL OF SECONDARY EDUCATION, Uruguay has invited tenders for Outsourced Food Service for High School of Ismael Cortinas? Flowers, Cooking Modality at the High [...]

Published
2024

95. DEPARTMENT OF METHODICAL PROVISION AND ORGANIZATION OF ACTIVITIES OF PUBLIC EDUCATIONAL INSTITUTIONS invites tenders for Purchase of Computer Equipment, Electronic Board, Printer and Sound Amplifiers for the 68Th General Secondary Education School of the

Subjects
Activity programs in education, Schools, Amplifiers (Electronics), Education, Secondary, News, opinion and commentary
Abstract

DEPARTMENT OF METHODICAL PROVISION AND ORGANIZATION OF ACTIVITIES OF PUBLIC EDUCATIONAL INSTITUTIONS, Uzbekistan has invited tenders for Purchase of Computer Equipment, Electronic Board, Printer and Sound Amplifiers for the 68Th [...]

Published
2024

96. ALTINKUL DISTRICT DEPARTMENT OF PRE-SCHOOL AND HIGH SCHOOL EDUCATION (CENTRAL ACCOUNTING OFFICE) invites tenders for Purchase of Waste Containers for Pre-School and School Education Department of Oltinkul District

Subjects
High schools, Education, Secondary, News, opinion and commentary
Abstract

ALTINKUL DISTRICT DEPARTMENT OF PRE-SCHOOL AND HIGH SCHOOL EDUCATION (CENTRAL ACCOUNTING OFFICE), Uzbekistan has invited tenders for Purchase of Waste Containers for Pre-School and School Education Department of Oltinkul District. [...]

Published
2024

98. NATIONAL ADMINISTRATION OF PUBLIC EDUCATION | COUNCIL OF SECONDARY EDUCATION invites tenders for Outsourced Food Service for the Rural School of Baltazar Brum, Artigas

Subjects
Outsourcing, School lunches -- Outsourcing, School lunchrooms, cafeterias, etc. -- Outsourcing, Education, Secondary, Outsourcing, News, opinion and commentary
Abstract

NATIONAL ADMINISTRATION OF PUBLIC EDUCATION | COUNCIL OF SECONDARY EDUCATION, Uruguay has invited tenders for Outsourced Food Service for the Rural School of Baltazar Brum, Artigas. Tender Notice No: Purchase [...]

Published
2024

100. INFORMATION SYSTEMS AND DIGITAL AGENCY (ASIN) invites tenders for Carrying out Installation Work on Hybrid Solar Electrical Equipment as Part of the Implementation of 19 Secondary Education Digital Rooms

Subjects
Education, Secondary, News, opinion and commentary
Abstract

INFORMATION SYSTEMS AND DIGITAL AGENCY (ASIN), Benin has invited tenders for Carrying out Installation Work on Hybrid Solar Electrical Equipment as Part of the Implementation of 19 Secondary Education Digital [...]

Published
2024

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