المؤلفون: Iimene, Tobias, Tanga, Magdaline, Mushoriwa, Taruvinga

المصدر: Journal for Language Teaching / Ijenali Yekufundzisa Lulwimi / Tydskrif vir Taalonderrig; 2019, Vol. 53 Issue 1, p37-57, 21p

مصطلحات موضوعية: ENGLISH language, ACADEMIC ability, LANGUAGE ability, TWELFTH grade (Education), SOCIAL status

مستخلص: The aim of this study was to examine learner related factors influencing the academic performance of Grade 12 learners in English Language (L 2) in Oshikoto region, Namibia. The English language is widely used in secondary/high schools in Africa given its global standing among languages in the world. However, since it is a second language, many learners face numerous challenges. Using purposive sampling, a sample of 52 participants was selected for the study and a mixed method approach was adopted in the collection of primary data. The data was analysed using contingency tables and supplemented with content analysis. Findings indicate that most Grade 12 learners lack English Language proficiency due to lack of English Language exposure, especially learners from poor socio-economic backgrounds. Findings further reveal that most English Language (L 2) learners in the selected schools were subjected to poverty, coupled with large class sizes and lack of teaching aides. In addition, the findings show that the majority of respondents (75 %) agreed that Grade 12 learners found it difficult to understand the examination questions in English given that English is a second language to them. The differences in English Language (L 2) learners' performance lie in the differences in life experience of the learners concerned. Thus, socio-economic disparities influence children's English Language (L 2) learning outcomes. Amongst other recommendations is that learners should be exposed to debates and drama that target enhancement of English Language in the classroom. [ABSTRACT FROM AUTHOR]

: Copyright of Journal for Language Teaching / Ijenali Yekufundzisa Lulwimi / Tydskrif vir Taalonderrig is the property of South African Association for Language Teaching and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Tañedo, Victor Patrick, de Vera III, Jose Alfredo

المصدر: Journal of Science & Mathematics Education in Southeast Asia; Dec2018, Vol. 41 Issue 2, p73-91, 19p

مصطلحات موضوعية: MOBILE games, TWELFTH grade (Education), COMPUTER programming, AUTOMATION, PROBLEM solving

مستخلص: Purpose - This study aimed to create a mobile serious game that incorporates a learning framework, particularly collaborative learning theory, to develop students' computational thinking skills. Methodology - Based on the framework of Brennan and Resnick, an adaptation was made within the context of a mobile serious game mapping the different dimensions of computational thinking: computational concepts, practices, and perspectives within different game tasks. Different game tasks were developed to foster more collaboration among the two players. In order to obtain initial feedback on its effectivity on translating different computational thinking skills into game tasks, 12 pairs of Grade 12 students with prior programming knowledge were asked to play a sample level of the game and evaluate the game task's skills. The students were then surveyed on the different computational thinking skills and asked if evidence of each skill was evident from playing the game. Findings - The results showed that the students generally felt the game would help other students acquire skills corresponding to Brennan and Resnick's framework (X̎ = 4.36), and believed that the collaborative aspect was generally effective in highlighting the different skills in solving the game (X̎ = 4.2). Furthermore, different qualitative feedback was gathered that supported evidence of the three dimensions of computational thinking proposed by Brennan and Resnick as the students played the sample level. Significance - Computer programming presents an essential skill to learn not only because of the demand in the industry, but moreover it imparts important skills such as abstraction, generalisation, modularisation, and automation. The creation of a game that imparts computational thinking skills can be a way for students to get comfortable and accustomed to programming skills and logic, which in turn can be a stepping stone for using computation as a tool for problem solving within their respective disciplines. [ABSTRACT FROM AUTHOR]

: Copyright of Journal of Science & Mathematics Education in Southeast Asia is the property of Southeast Asian Ministers of Education Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Kankam, Philip¹ efiewurah@yahoo.com, Nsibirwa, Zawedde¹ Nsibirwaz@ukzn.ac.za

المصدر: Innovation (10258892). Dec2018, Issue 57, p122-144. 23p.

مصطلحات موضوعية: *Librarians, High school students, Twelfth grade (Education)

مستخلص: The Internet age in which we find ourselves has made it possible to live in an environment where everyone can access the Internet to retrieve information. This helps learners to expand their knowledge at a fast pace since they are able to access, evaluate and utilise enormous amount of information on the Internet. Schools and other educational institutions are also making positive use of the Internet to deliver educational services such as teaching and learning. Clearly, Internet users need information literacy (IL) competencies in order to effectively access online information and a number of studies have recommended the need for librarians to spearhead Internet IL instruction since they are information professionals noted fo r such instruction. The study is drawn from a doctoral thesis that examined the role librarians play in developing Internet information competencies of high school learners in Ghana. Three hundred and twenty-two Grade 12 learners and three librarians from three high schools in Ghana participated in the survey and responded to questionnaires and semi-structured interviews respectively. The study revealed that the librarians were not playing any meaningful role to facilitate learners ' Internet IL competencies. It was found that the school libraries were not equipped with Internet facilities and most of the librarians lacked the needed Internet IL skills to carry out such instruction. Study outcomes are expected to improve teaching and inform curriculum development of IL in high schools in Ghana. [ABSTRACT FROM AUTHOR]

Alternate Title: Yetişkin Eğitimi Açısından Hemşire Adayları İle Hastalar Arasındaki İletişim Sorunlarının Değerlendirilmesi. (Turkish)

المؤلفون: Boz, Hayat, Dereli, Sevinç

المصدر: Bartin University Journal of Faculty of Education; Oct2018, Vol. 7 Issue 3, p974-1006, 33p

مصطلحات موضوعية: NURSES, IN-service training of nurses, INTERNSHIP programs, ADULT education, NURSE-patient relationships, TWELFTH grade (Education), COMMUNICATION, PATIENTS

Abstract (English): This research aims to identify the hardships that the nurse candidates confront at their internship clinics while patient-caring and coaching, to specify the conflicts between them and the patients in accordance with their own feedbacks, and to evaluate these problems in terms of adult coaching. The study group chosen from 12th grade students of Anatolia Medical Vocational High School- Nursing Department were 12 nurse candidates, who were studying Skills training in 2 different teaching hospitals, have had face-to-face individual meetings with. The findings were as follows: Trainee nurses have faced problems such as resistance to the treatment, refusal, crying out, communication issues, unnecessary demands, repelling out of the room, and pre-judcement, and they have attempted to overcome these problems by establishing empathy and roll-modeling other nurses. While facing out extra-and-unrelated workload with other medical personnel, they have also had problems like being seen as a servant and as a selfish person by the patients' relatives. Nurse candidates did not only suggest that they have become more conscious about the communication problems due to the interviews, but they have also learned how to utilize their experiences as a means to detect possible solutions and so not being as helpless as they were before. [ABSTRACT FROM AUTHOR]

Abstract (Turkish): Bu araştırmanın amacı hemşire adaylarının staj yaptıkları kliniklerde hasta bakımı ve eğitim hizmeti sunarken karşılaştıkları güçlükleri, yetişkin hastalarla aralarında yaşanan iletişim çatışmalarını ve yaşadıkları sorunları, kendilerinin görüşleri doğrultusunda belirlemek ve bu sorunları yetişkin eğitimi açısından değerlendirmektir. Çalışma grubu, Anadolu Sağlık Meslek Lisesi Hemşirelik Bölümü 12. sınıf tan seçilen, 2 farklı Eğitim Hastanesinde Beceri Eğitimi yapan 12 hemşire adayı ile yüz yüze bireysel görüşmeler sonucu gerçekleştirilmiştir. Elde edilen sonuçlar şöyledir: Hemşire adayları kliniklerde hastalarla, tedaviye uymama, reddetme, ağlama, dil problemleri, gereksiz istekler, odadan kovma, önyargılar gibi sorunlar yaşamışlar ve bu sorunlarla da öncelikle empati kurarak ve diğer hemşireleri rol model alarak baş etmeye çalışmışlardır. Diğer sağlık personelleriyle de gereksiz ve alakasız iş yükü, acımasız ve anlayışsız davranışlar şeklinde sorun yaşarken, hasta yakınlarıyla da, hizmetçi gibi görülme, bencillik gibi sorunlar yaşamışlardır. Hemşire adayları görüşmeler sayesinde yaşadıkları iletişim sorunlarıyla daha bilinçli şekilde yüzleşmişler, farkında olmuşlar ve yaşadıkları deneyimleri bilgiye ve çözüm üretmeye dönüştürerek bundan sonra çaresizlik yaşamayacaklarını belirtmişlerdir. [ABSTRACT FROM AUTHOR]

: Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المصدر: India Together; 8/1/2023, p1-1, 1p

مصطلحات موضوعية: EXAMINATION study guides, HIGHER education exams, SCIENCE education (Secondary), TWELFTH grade (Education)

مصطلحات جغرافية: ODISHA (India)

مستخلص: The article discusses changes to the Plus 2 science syllabus and examination pattern by the Council of Higher Secondary Education (CHSE) in Odisha, India, for the academic session 2023-24. Topics include syllabus rationalization, subjects affected, examination modifications, and weightage allocation for internal and annual/instant examinations.

المؤلفون: Ingels, Steven J.

المساهمون: Planty, Mike., Bozick, Robert., National Center for Education Statistics.

مصطلحات موضوعية: Twelfth grade (Education) -- United States -- Longitudinal studies., High school seniors -- United States -- Longitudinal studies.

المؤلفون: Sizer, Nancy Faust.

مصطلحات موضوعية: Twelfth grade (Education) -- United States., High school students -- United States.

الوصف: Recent headlines attest to the apathy, absenteeism, and lost opportunity that are widespread among high school seniors. Senior year is harder than most of us remember, yet the author sees this period as an opportunity.

المؤلفون: Ok, Min Wook, Ratliffe, Katherine T.

المصدر: Journal of Educational Computing Research; Jul2018, Vol. 56 Issue 4, p538-562, 25p, 2 Charts

مصطلحات موضوعية: ENGLISH language education, MOBILE apps in education, STUDENTS, TWELFTH grade (Education), EDUCATIONAL quality

مصطلحات جغرافية: UNITED States

مستخلص: Mobile devices have become widely used in K-12 education settings for teaching diverse students. We comprehensively reviewed 11 studies published between 2005 and 2016 that examined the use of mobile devices for teaching K-12th grade English language learner students in the United States. We also examined the methodological quality of the studies. Results of the review indicated promising effects from using mobile devices for teaching K-12th grade students who are learning English. Using the devices for instruction led to improved learning, self-efficacy, and engagement and increased students’ time with the academic content. Results of the review also indicated that additional studies are needed with improved methodological quality. We discussed directions for future research and implications for practice. [ABSTRACT FROM AUTHOR]

: Copyright of Journal of Educational Computing Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Robson, Karen, Anisef, Paul, Brown, Robert S., George, R. C.

المصدر: Canadian Journal of Higher Education; 2018, Vol. 48 Issue 1, p39-59, 21p

مصطلحات موضوعية: TWELFTH grade (Education), POSTSECONDARY education, EDUCATIONAL change, SOUTHEAST Asian students

مصطلحات جغرافية: TORONTO (Ont.)

Abstract (English): Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for postsecondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011--a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy climate of Ontario in the years spanning our two cohorts. [ABSTRACT FROM AUTHOR]

Abstract (French): En utilisant des données de deux cohortes d'élèves 12e année à Toronto, nous avons examiné si la transition vers l'éducation postsecondaire avait changé entre 2006 et 2011, particulièrement pour les groupes sous-représentés. Nous avons utilisé des régressions logistiques multinomiales et multiniveaux pour examiner comment les intersections de race et sexe influencent les transitions vers l'éducation postsecondaire dans les deux cohortes. Nos résultats ont montré que les étudiants noirs, latins et sud-asiatiques étaient moins préparés à poursuivre des études postsecondaires. Les étudiants de ces groupes avaient des moyennes cumulatives inférieures, des taux plus élevés d'identification des besoins spéciaux et/ou étaient moins susceptibles d'être dans les cours de niveau universitaire. Ces différences restaient assez stables entre 2006 et 2011. Cependant, nous avons constaté que en 2001 les étudiants noirs étaient plus susceptibles de s'inscrire dans une université que les étudiants blancs--une différence significative. Par contre, les transitions vers l'université avaient diminué pour les étudiants d'Asie du Sud-Est, mais les acceptations des offres aux collèges avaient augmenté. Nos résultats ont également montré que la race et le sexe étaient des intersections importantes pour les confirmations de l'université dans le cas des étudiants noirs et les confirmations des collèges dans le cas des étudiants de l'Asie du Sud-Est. Nous contextualisons nos résultats dans le climat politique de l'Ontario au cours des années qui suivent nos deux cohortes. [ABSTRACT FROM AUTHOR]

: Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Wiehahn, Johan, du Plessis, Pierre

المصدر: Koers: Bulletin for Christian Scholarship; 2018, Vol. 83 Issue 1, p1-11, 11p

مصطلحات موضوعية: HIGH school principals, CAREER development, SOCIAL justice, EDUCATION, TWELFTH grade (Education)

مصطلحات جغرافية: SOUTH Africa

Abstract (English): Gauteng, the smallest province with the highest per capita income in South Africa, should not have any dysfunctional schools. As a province, Gauteng spends a large portion of their annual budget on education, thus the professional development of principals should be the central focus point of their education system. Principals should be equipped or have the necessary knowledge, skills and values with which to manage and lead an effective and efficient school. The aim of this paper is to determine what knowledge and skills newly-appointed high principals need to fulfil this function and if they have been a part of any induction programme designed to guide and equip successfully principals to manage their schools. The success of a high school principal is measured against a schools final Grade 12 results. [ABSTRACT FROM AUTHOR]

Abstract (Afrikaans): Gauteng, die kleinste provinsie met die hoogste per capita inkomste in Suid Afrika, behoort geen disfunksionele skole te hê nie. As 'n provinsie spandeer Gauteng 'n groot deel van hul jaarlikse begroting op opvoeding, daarom moet die professionele ontwikkeling van hoofde die sentrale fokuspunt van die onderwysstelsel wees. Skoolhoofde behoort toegerus te word met kennis, vaardighede en waardes, om 'n effektiewe en doeltreffende instelling te kan bestuur en te lei. Die doel van die navorsing is om vas te stel wat die behoeftes van nuutaangestelde skoolhoofde is, hetsy kennis en/of vaardighede. Het die nuutaangestelde hoofde aan enige intreeprogram deelgeneem om hulle toe te rus om 'n skool suksesvol te bestuur? Die sukses van hoërskoolhoof word gemeet aan die skool se finale Gr 12 resultate. [ABSTRACT FROM AUTHOR]

: Copyright of Koers: Bulletin for Christian Scholarship is the property of Koers Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)