31 research outputs found

    Inductive instructional approach, career aspiration and noble values in history

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    This paper presents inductive instructional approach, career aspirations and noble values in History. In the 21st century there is still History teachers emphasize the only cognitive aspects of student learning, but still have little to do with everyday life, career aspirations and noble values. This study has developed a review list of learning experiences on specific learning content that takes into account inductive approach, career aspirations and noble values of History subject. Finally, this study examines the effectiveness of the learning that emphasize on the inductive approach, career aspirations and noble values. This study uses a qualitative approach supported by quantitative data involving four stages namely library studies, observations, expert suggestions and quasi-experiments. 30 teachers and 60 students were selected through purposeful sampling. The results show that mean inductive learning experiences, career aspirations and noble values in the subject is higher than the learning with other method. The Inductive-directed delivery approach showed a mean increase of 1.15 in students associate with classroom activities. The results also show that an increase of mean 1.5 and 0.35 in career aspirations and noble values. This study has revealed a checklist of learning experiences, career aspirations and noble values that beneficial to all educators

    UA68/8/5 Potter College of Arts & Letters History Class Projects

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    Class projects of students in the History Department

    UA68/7/2/1 Potter College of Arts & Letters Modern Languages Student Organizations FCG Classical Club

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    Records created by and about the FCG Classical Club

    UA35/11 Honors Program

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    Records created by and about the Honors Program. Includes brochures, awards programs, student handbooks, newsletters and research publications

    LC Subject Headings of Interest to Judaica Librarians

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    Dante and the Renaissance

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    By Albert Leon Guerard, Agrege de l'Universite de France, Professor of French

    UA68/8/1 Potter College of Arts & Letters History Publications

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    Publications created by and about the History Department

    Assumption College Calendar 1901-1902

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    Differentiated instruction in the secondary social studies classroom

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    As an educator with fifteen years of experience, this author has experienced the frustrations of having to teach a wide range of student abilities at the secondary social studies level. There is a lot of support for differentiated instruction for special education, TAG, and elementary students, but there seems to be questions about the practicality and effectiveness of it in a secondary classroom. The issues discussed in this paper will focus on the following questions: 1) Does Differentiated Instruction affect student learning? 2) Can Differentiated Instruction be implemented with secondary teachers in a practical way to help student learning and improve teaching without overwhelming the teacher
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