This is a demography of the population of East Timor including population density, ethnicity, education level, health of the populace, economic status, religious affiliations and other aspects of the population.
A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching.
Collaboration is the process of two or more people, entities or organizations working together to complete a task or achieve a goal. Collaboration is similar to cooperation. Most collaboration requires leadership, although the form of leadership can be social within a decentralized and egalitarian group. Teams that work collaboratively often access greater resources, recognition and rewards when facing competition for finite resources.
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
East Timor's music reflects its history under the control of both Portugal and Indonesia, who have imported music like gamelan and fado. The most widespread form of native folk music was the likurai dance, performed by women to welcome home men after war. They used a small drum and sometimes carried enemy heads in processions through villages; a modern version of the dance is used by women in courtship.
St. Mary's International School is a private international school for boys located in the Setagaya ward of Tokyo, Japan. The school consists of an elementary, middle, and high school, all located in the Setagaya campus. The school’s primary language of instruction is English, and it also offers the International Baccalaureate program.
The languages of East Timor include both Austronesian and Papuan languages. The lingua franca and national language of East Timor is Tetum, an Austronesian language influenced by Portuguese, with which it has equal status as an official language. The language of the Oecusse exclave is Uab Meto (Dawan). Fataluku is a Papuan language widely used in the eastern part of the country. Both Portuguese and Tetum have official recognition under the Constitution of East Timor, as do other indigenous languages, including: Bekais, Bunak, Galoli, Habun, Idalaka, Kawaimina, Kemak, Lovaia, Makalero, Makasae, Mambai, Tokodede and Wetarese.
Islamic music may refer to religious music, as performed in Islamic public services or private devotions, or more generally to musical traditions of the Muslim world. The heartland of Islam is the Middle East, North Africa, the Horn of Africa, West Africa, Iran, Central Asia, and South Asia. Due to Islam being a multi-ethnic religion, the musical expression of its adherents is vastly diverse. Indigenous traditions of various part have influenced the musical styles popular among Muslims today. The word "music" in Arabic, the language of Islam, is defined more narrowly than in English or some other languages, and "its concept" was at least originally "reserved for secular art music; separate names and concepts belonged to folk songs and to religious chants".
Music education is a field of practice in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. Music education is also a research area in which scholars do original research on ways of teaching and learning music. Music education scholars publish their findings in peer-reviewed journals, and teach undergraduate and graduate education students at university education or music schools, who are training to become music teachers.
Classroom management is the process teachers use to ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens. Such disruptions may range from normal peer conflict to more severe disturbances of the social class dynamics, such as bullying among students, which make it impossible for the affected students to concentrate on their schoolwork and result in a significant deterioration of their school performance.
The National University of East Timor, is a public university in East Timor, the only one of its kind in the country.
English-Language Learner is a term used in some English-speaking countries such as the US and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a Second Language (ESL), English as an Additional Language (EAL), limited English proficient (LEP), Culturally and Linguistically Diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the achievement of these students. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature into their learning programs.
Performing arts education in Australia refers to the teaching of different styles of creative activity that are performed publicly. The performing arts in Australia encompasses many disciplines including music, dance, theatre, musical theatre, circus arts and more. Performing arts education in Australia occurs both formally and informally at all levels of education, including in schools, tertiary institutions and other specialist institutions. There is also a growing body of evidence, from the Australian Council for the Arts and the Parliament of Australia, showing that First Nation's participation in the arts and culture has significant economic, social and cultural benefits to Australia and further supports the outcomes of the Australian governments ‘Closing the Gap’ campaign. There has been an increasing number of scholarships opening up in educational institutions for Indigenous Australians aimed at encouraging this participation in the arts.
Saint Francis School is a K-12, independent, not for profit, college preparatory school with no religious affiliation that has been serving students of the Metro Atlanta area since 1976. Saint Francis School is accredited by the Georgia Accrediting Commission (GAC), the Southern Association of Independent Schools (SAIS), and the Southern Association of Colleges and Schools (SACS). It is a member of Georgia Independent School Association (GISA) and the Atlanta Area Association of Independent Schools (AAAIS).
Education in Guatemala is free and compulsory for six years. Guatemala has a five-tier system of education starting with primary school, followed by secondary school and tertiary education, depending on the level of technical training. 74.5% of the population age 15 and over is literate, the lowest literacy rate in Central America. The official language of instruction is Spanish as mandated by the Education Law in 1965 when Spanish became the official language of Guatemala.
Piano pedagogy is the study of the teaching of piano playing. Whereas the professional field of music education pertains to the teaching of music in school classrooms or group settings, piano pedagogy focuses on the teaching of musical skills to individual piano students. This is often done via private or semiprivate instructions, commonly referred to as piano lessons. The practitioners of piano pedagogy are called piano pedagogues, or simply, piano teachers.
Saint Michael Catholic High School(Often shortened to STM or Saint Mikes) is a Catholic high school in Niagara Falls, Ontario. It serves 940 pupils in grades 9–12 and is governed by the Niagara Catholic District School Board. Saint Michael opened in 1989 and moved to its current building in 2004. The school was named after Saint Michael the Archangel.
Thematic teaching is the selecting and highlighting of a theme through an instructional unit or module, course, or multiple courses. It is often interdisciplinary, highlighting the relationship of knowledge across academic disciplines and everyday life. Themes can be topics or take the form of overarching questions. Thematic learning is closely related to interdisciplinary or integrated instruction, topic-, project- or phenomenon-based learning. Thematic teaching is commonly associated with elementary classrooms and middle schools using a team-based approach, but this pedagogy is equally relevant in secondary schools and with adult learners. A common application is that of second or foreign language teaching, where the approach is more commonly known as theme-based instruction. Thematic instruction assumes students learn best when they can associate new information holistically with across the entire curriculum and with their own lives, experiences, and communities.
Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity.
Curricula in early childhood care and education (ECCE) address the role and importance of curricula in the education of young children, and is the driving force behind any ECCE programme. It is ‘an integral part of the engine that, together with the energy and motivation of staff, provides the momentum that makes programmes live’. It follows therefore that the quality of a programme is greatly influenced by the quality of its curriculum. In early childhood, these may be programmes for children or parents, including health and nutrition interventions and prenatal programmes, as well as centre-based programmes for children.
