A comprehensive view of Brazil

Until recent years, Brazil\u27s image was associated with the exotic Amazon forest, Rio\u27s carnival, soccer, and coffee exportation. However, these simplified generalizations lend themselves to misunderstandings about Brazil, its people, and their culture. This publication is designed to give up-to-date information on modern Brazil. It was written by Albenides Ramos of Rio de Janeiro who, during the 1978-79 school year, served as a foreign curriculum consultant for the Texas Education Agency under Public Law 87-256, the Mutual Educational and Cultural Exchange Act of 1961. One of Mr. Ramos\u27 duties while at the Texas Education Agency was to develop A Comprehensive View of Brazil. The publication is intended to complement textbooks and other teaching materials and to serve as a resource for teachers, administrators, and students dealing with subjects relative to Latin America, especially studies in world history and in world geography. It also includes a suggested list of additional readings on Brazil, maps, charts, and suggestions on instructional materials for the classroom.CUO 842 04

High School Students' Proficiency and Confidence Levels in Displaying Their Understanding of Basic Electrolysis Concepts

This study was conducted with 330 Form 4 (grade 10) students (aged 15 – 16 years) who were involved in a course of instruction on electrolysis concepts. The main purposes of this study were (1) to assess high school chemistry students’ understanding of 19 major principles of electrolysis using a recently developed 2-tier multiple-choice diagnostic instrument, the Electrolysis Diagnostic Instrument (EDI), and (2) to assess students’ confidence levels in displaying their knowledge and understanding of these electrolysis concepts. Analysis of students’ responses to the EDI showed that they displayed very limited understanding of the electrolytic processes involving molten compounds and aqueous solutions of compounds, with a mean score of 6.82 (out of a possible maximum of 17). Students were found to possess content knowledge about several electrolysis processes but did not provide suitable explanations for the changes that had occurred, with less than 45 % of students displaying scientifically acceptable understandings about electrolysis. In addition, students displayed limited confidence about making the correct selections for the items; yet, in 16 of the 17 items, the percentage of students who were confident that they had selected the correct answer to an item was higher than the actual percentage of students who correctly answered the corresponding item. The findings suggest several implications for classroom instruction on the electrolysis topic that need to be addressed in order to facilitate better understanding by students of electrolysis concepts

Chicago /

Includes index.Mode of access: Internet

Teaching of reading programme for teachers of post-primary and the junior school: Phase II - Special Reading Project, January - December, 1987

This document details the programme content of a course on the teaching of reading for post-primary and junior school teachers. The course intended to: 1) equip teachers with essential knowledge and skills for facilitating learners’ acquisition of reading skills at the junior level; 2) develop competence in performing on-the-spot diagnosis and remediation of reading difficulties of students of post-primary and the junior school, and 3) increase skill in stimulating lifelong interest in reading

Criteria for Assessment of Qualifications for Teaching at the Secondary Level in Trinidad and Tobago

The information in this document provides an overview of the subject content and skill criteria for assessment of teachers at the highest possible assessment in the respective subject areas. A summary of each identified criteria and the relative credit weighting is provided so that prospective applicants may select courses at any institution where the programme of study offered meets the stated requirement. Attention needs to be paid also to the level of the content specified, introductory in some cases, but more advanced or specialized studies in others. For the purpose of this document, one (1) credit is accepted as being equivalent to twelve (12) to fifteen (15) hours of contact time for the university course taken. Since programmes of study with similar titles have variability across tertiary institutions the world over, detailed course outlines may be required in order to ascertain the breadth and depth of content and skill covered by a particular programme or institution

Recommended remediation strategies for parents and guardians to support students’ development of core content and skills in mathematics: Infant two – standard five

The Recommended Remediation Strategies for Parents and Guardians to support Students’ development of Core Content and Skills in Mathematics INFANT TWO – STANDARD FIVE document has been produced to provide strategies for parents and guardians to support the development of their children’s content and skills, to mitigate learning loss due to the COVID-19 Pandemic. Diagnostic tests were developed and administered to all students in classes from Infant Two to Standard Five in Primary Government and Government Assisted Schools. These tests were based on the content strands: Number; Geometry; Measurement; and Statistics as identified in the Curriculum Guide for Mathematics at the Primary Level. A response to the findings from these tests is a set of recommended strategies for remediation per strand or subtopic. These recommended strategies are grouped in the document according to class levels: Infant 2 and Standard 1; Standards 2 and 3; and Standards 4 and 5. They are being suggested as a guide to assist parents and guardians in developing students’ understanding by engaging students in activities which complement and reinforce classroom instruction, while students are at home in their natural environment. The recommendations are structured to sequentially develop the students’ understanding of concept and skill in each strand. Parents and guardians are therefore invited to use the strategies in sequence

Optimal Learning Guidelines: Secondary Mathematics

During the pandemic, face-to-face school in Trinidad and Tobago was closed in March 2020. Although some teachers continued teaching via online media, this did not become standardised practice until September 2020. Therefore, students would have lost approximately twelve (12) weeks of teaching time in 2020. In September 2020, remote learning was the prescribed mode of schooling with teachers using a combination of online teaching and preparing printed packages. At this time some students did not have access to devices and/or internet so they may have lost some teaching time due to these issues. Other factors may also be associated with a loss of learning time. Factors Associated with Loss of Learning • Students confined to their homes may spend less time in learning than when at school physically • Students confined to their homes may be stressed and anxious and this may negatively affect their ability to concentrate on schoolwork • Lack of in-person contact may cause students to be less externally motivated to engage in learning • Switching to online learning may negatively affect students who have difficulty adapting to this new learning environment • Switching to remote learning may exacerbate existing educational inequalities due to lack of access to adequate resources, unsuitable • home environment and parental support • Isolation from friends and teachers may result in unequal distribution of behavioural and psychological problem