There is a well-marked tendency among school administrators to consider
grades one to six, inclusive, as constituting the elementary school and to
consider the secondary school period as commencing with the seventh grade
and extending through ... III) of this chapter, and in Chapter XII (Mathematics in
Experimental Schools) of the complete report there will be found detailed outlines
giving the order of presentation and time allotments in actual operation in schools
of various types.
will be forced to abandon the self-contained classroom above the second or third
grade as far as mathematics is concerned. Now let us turn to a ... Probably the
most spectacular improvement in the K-XII mathematics curriculum in recent
years has been at the seventh- and eighth-grade levels. ... (At the ninth-grade
level, one is more likely to find teachers with something like Level II training or
even Level III training, especially if the school system involves a IX-XH high
school.) School ...
Bernice Andersen, an M.Ed. student at the University of Calgary, replicated
0rton's study with 72 Calgary junior high and senior high school students. Six
boys and six girls at each of the grade levels VII through XII with ability from
average to above average were interviewed using 0rton's tasks with minor
modifications. Beginning in Grade VII, these students were given an intuitive
background for the concept of function by working with sets, ordered pairs, and
graphical representations ...
(At the ninth-grade level, one is more likely to find teachers with something like
Level II training or even Level III training, especially if the school system involves
a IX-XII high school.) School administrators are generally well aware of the ...
prefer a senior-high over a junior-high assignment and, given the current
shortage of mathematics teachers, are likely to be able to move out of the junior
high school after two or three years. There is, then, a real need for active
programs of Level II ...
... there are at the present time three distinct plans of organization of school
systems. In some provinces the first eight grades (or years) of schooling
constitute the primary school, with the succeeding four (or in two provinces, five)
grades constituting the secondary school. Other provinces employ a 6-3-3 plan,
under which the primary school terminates at the end of grade VI, with grades VII-
IX inclusive as the junior secondary school, and grades X-XII as the senior
secondary school.
Indonesian Islam in a new era examines the religious practices and identities of Indonesian Muslim women in the post-Suharto era. After 1998 Indonesian Islam changed socially and nationally as society underwent sweeping alterations. Based on new empirical research by sociologists, political scientists, and anthropologists from Indonesia and Australia, the book underscores the negotiations Muslim women have made in arenas such as schools, organisations, popular culture and village life. Whereas theology has until recently dominated studies of women and Islam in Indonesia, this book breaks new ground by examining from social science perspectives how Indonesian women negotiate their Muslim identities.
Moghadam, V 1994, 'Introduction' in Moghadam, V (ed), Gender and national
identity: women and politics in Muslim societies, Zed Books, London. 2002, '
Islamic feminism and its discontents: towards a resolution of the debate' in Saliba,
T, C Allen and J Howard (eds), Gender, politics and Islam, University of Chicago
Press, Chicago. Moghissi, Haideh ... 2002, 'Pesantren and the issue of gender
relation', Kultur (The Indonesian Journal for Muslim Cultures) 2(2). Muhammad
Husein ...
Indonesia has an impressive record of economic growth and poverty reduction over the past 2 decades. The growth-poverty nexus appears strong at the aggregate level. Newly constructed panel data on the country's 285 districts, however, reveal huge differences in poverty changes, subnational economic growth, and local attributes. Results of econometric analysis show that besides growth, other factors directly influence the welfare of the poor, apart from their impact on growth itself. Among the critical ones are infrastructure, human capital, ag. price incentives, and access to technology. Thus, while fostering economic growth is evidently crucial, a more complete poverty reduction strategy should take into account these relevant factors.
A. M. Balisacan, Ernesto M. Pernia, Abuzar Asra. ERD Working Paper No. 25
Revisiting Growth and Poverty Reduction in Indonesia: What Do Subnational
Data Show? Arsenio M. Balisacan Ernesto M. Pernia Abuzar Asra October 2002
Arsenio M. Balisacan is Professor of Economics at the University of the
Philippines, while Ernesto M. Pernia is Lead Economist and Abuzar Asra is
Senior Statistician at the Economics and Research Department of the Asian
Development Bank.
