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Open access

Eugen Bota

Abstract

Goal of this work : checking the influence of the dynamic game (taught in physical education lessons) on the development of motor skills in VIth class middle school students. Materials and methods: The study was conducted over a period of six months, involving 30 students: boys (15) and girls (15), aged between 12 and 13. The evaluation of the athletes’ physical capacity was done by performing the following tests: speed running 50 m, long jump on the spot, resistance running 800 m G / 1000 m B, trunk lifting from lying position to sitting. Given the nature of the study, it did not require the use of sophisticated equipments. Conclusions: Methodical practicing of physical exercises (dynamic games) proves itself more and more successful in terms of growth and normal, harmonical development of children and youth. In terms of motor skills, they have improved, which was revealed by the final testing results. Comparative analysis of the two test results across all samples showed that using dynamic games during the lessons had a positive effect on students. This drove to the effort capacity’s improvment with the parameters that were statistically significant in all the tests.

Open access

Marin Chirazi

Abstract

Practicing sports at the age of puberty is important for the development of a harmonious body, as well as for the acquisition of the habit of practicing a sport activity by the teenagers to be during their spare time. This study relies on two data categories: the ones presented by the Romanian Federation of School and University Sports and the results of a vaster project developed by the Faculty of Physical Education and Sport from Iasi in partnership with the School Inspectorate of Iasi County. The research identified the percentage of middle school pupils who have the status of registered sportsmen by carrying out a sociological survey at all the middle schools (36) from the Iasi city. The study monitored a number of 8911 pupils and the statistical processing of the data showed that 4.3% of them are registered at various school sports clubs or private clubs. These values have been compared with the data provided by the Romanian Federation of School and University Sports and we have reached the conclusion that the number of pupils who practice sports is highly heterogeneous.

Open access

Ligita Priede and Dagnija Vigule

Abstract

Activity is one of the key structural elements of free, independent and creative personality. Independence of child is closely related to cognitive activity and the need to satisfy it. Planning of pedagogical process in pre-school should be based on the fact, understanding that child is learning via voluntary investigating, doing and solving issues of a cognitive character. While in the middle of a learning process, child is not learning to remember certain facts, but cognises oneself and own abilities. By keeping the balance between promotion of child’s own discoveries and direct teaching, the teacher helps in finding answers to the many questions child has, thus promoting cognition and creative activity thereof. If an adult tells pre-schooler what he should or should not do and makes him to accomplish certain tasks, cognition activity of child is not satisfied and learning has not taken place. Moreover, if the tasks are the same and given to all children in the same time, child’s individuality, development level of each particular child and freedom of choice are disregarded. This research is aimed at theoretical and empirical study of preconditions for meaningful learning in preschool. The theoretical background of the research consists of findings about learning activities of pre-schoolers published by pedagogues and psychologists known both in Latvia and abroad. Within the framework of the issue to be researched, the following was analysed: experience of preschool teachers in divided into frequency and interpretation (by using descriptive and inferential statistics (IBM SPSS Statistics-v19.0)), and experience of pre-schoolers at older age when working with worksheets.

Open access

John Huckle

References Baber, W. F., & Bartlett, R. V. (2005). Deliberative environmental politics: Democracy and ecological rationality. London: MIT Press. Blewitt, J. (2006). The ecology of learning: sustainability, lifelong learning and everyday life. London: Earthscan. Buckingham, D. (2007). Beyond technology: Children’s learning in the age of digital culture. Cambridge: Polity Press. Buckingham, D. (2008). Defining digital literacy - what do young people need to know about digital media

Open access

Nelly Kostoulas-Makrakis and Vassilios Makrakis

endorsement of the new ecological paradigm: A revised NEP scale. Journal of Social Issues, 56(3), 425-442. DOI: 10.1111/0022-4537.00176. Eilam, E., & Trop, T. (2012). Environmental attitudes and environmental behaviour- Which is the horse and which is the cart? Sustainability, 4(9), 2210-2246. DOI: 10.3390/su4092210. Gruenewald, D. A., & Smith, G. A. (Eds.). (2008). Place-based education in the global age: Local diversity. New York: Lawrence Erlbaum. Jaeger, C. C., Tabara, J. D., & Jaeger, J. (Eds.). (2011). European research

Open access

Norbert G. Pikuła

. Grzybowski (ed.), Edukacja a praca. Zeszyty Naukowe Forum Młodych Pedagogów, Wydawnictwo UKW, Bydgoszcz, Z. 13. Beatley T. (2004), Native to nowhere. Sustaining Home and community in a global age, Island Press, Washington. Chutorański M. (2009), Praca i podmiot… i praca podmiotu. Inspiracje foucaultowskie, Zeszyty Naukowe Forum Młodych Pedagogów [in:] Borzyszkowska R., Lemańska- Lewandowska E., Grzybowski P. (red.), Edukacja a praca. Zeszyty Naukowe Forum Młodych Pedagogów, Wydawnictwo UKW, Bydgoszcz, Z. 13. Czubak-Koch M

Open access

Anne Price and Andrew McConney

middle. Reclaiming the wasteland of the adolescent years of schooling. PeterLang, New York. Tellez, K. (2011). A case study of a career in education that began with “Teach for America”. Teaching Education, 22 (1), 15-38 . Veltri, B. 2010. Learning on other people’s kids: Becoming a Teach for America Teacher. Charlotte North Carolina: Information Age Publishing. Webber, J.R.(2007). A Brief History of Neoliberalism. Labour, 59, 308-310.

Open access

Rene Paasch

psychometric measures within the scope of the scientific monitoring of the model experiment ‘Selfeffective schools’]. Berlin: Freie Universität. (in German). Wallace, E. S., White, J. A., Downie, A., Dalzell, G. W. N. & Doran, D. (1993) Influence of exercise adherence level on modifiable coronary heart disease risk factors and functional-fitness levels in middle-aged men. British Journal of Sports Medicine, 27, 101-106.

Open access

Martina Kampichler, Jana Dvořáčková and Lucie Jarkovská

References Ball, S. J. (2003). Class strategies and the education market: The middle classes and social advantage . London: Routledge Falmer. Bernstein, B. (1975). Class, codes, and control. London: Routledge. Bernstein, B. (2004). Social class and pedagogic practice. In S. J. Ball (Ed.), The Routledge falmer reader in sociology of education (pp. 196-217), London: Routledge Falmer. Blau, P. M., & Duncan, O. D. (1967). The American occupational structure. New York: Wiley. Bourdieu, P., & Passeron, J.-P. (1977). Reproduction in

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Lucy M. George and B. Ivan Strom

victimization across middle school. Psychology in the Schools, 51(3), 217-240. doi: 10.1002/pits.21747 Bear, G. G., Mantz, L. S., Glutting, J. J., Chunyan, Y., Boyer, D. E., & Suldo, S. (2015). Differences in bullying victimization between students with and without disabilities. School Psychology Review, 44(1), 98-116. Bennett, A. (2014). Bullying: What you need to know. Kentucky English Bulletin, 64(1), 43-44. Bhatnagar, N., & Das, A. (2014). Attitudes of secondary regular schoolteachers toward inclusive education in New Delhi