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Thematische Bibliographien / Swedish for upper secondary school / Bücher

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Bücher zum Thema „Swedish for upper secondary school“

Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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1

Undervisningsministeriet, Denmark. Exec utive order on the upper-secondary school, upper-secondary level courses and the single subject upper-secondary examination: (Order on upper-secondary education). [Copenhagen]: Danish Ministry of Education, Dept. of Upper Secondary Education, 1994.

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2

M, Gallagher A., Hrsg. Transfer and the upper primary school. [Belfast]: Northern Ireland Council for Educational Research, 1986.

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3

Axelsson, Rune. Upper secondary school in retrospect: The view of former students. Stockholm, Sweden: Distributor, Almquist & Wiksell International, 1989.

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4

Cohen, Joanna. SSAT & ISEE upper level. New York, NY: Simon & Schuster, 2002.

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5

Cohen, Joanna. SSAT & ISEE upper level. New York, NY: Simon & Schuster, 2002.

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6

Molander, Bengt-Olov. Joint discourses or disjointed courses: A study on learning in upper secondary school. Stockholm: HLS, 1997.

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7

Powell, Arthur G. Lessons from privilege: The American prep school tradition. Cambridge, Mass: Harvard University Press, 1996.

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8

Eriksson, Riitta. Biculturalism in upper secondary education: The long term effects of Finnish language programs on students' educational and occupational careers : a Swedish case study. Stockholm: Institute of International Education, Stockholm University, 1994.

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9

A collection of performance tasks and rubrics: Upper elementary school mathematics. Larchmont, NY: Eye on Education, 1997.

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10

Engström, Jan-Åke. Science achievement and student interest: Determinants of success in science among Swedish compulsory school students. Stockholm: Institute of International Education, Stockholm University, 1994.

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11

Oscarson, Anne Dragemark. Self-assessment of writing in learning English as a foreign language: A study at the upper secondary school level. Göteborg: Göteborgs universitet, Acta Universitatis Gothoburgensis, 2009.

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12

Steve, Scott. Insights into self-awareness, relationships, career exploration: 34 guidance activities for upper-middle and senior-high school students. Warminster, PA: Mar*co Products, 1997.

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13

Stoks, Gé. A survey of curricula for modern languages at upper secondary school level in sixteen European countries: With special reference to the formulation of objectives and modular schemes. Enschede [Netherlands]: National Institute for Curriculum Development, 1989.

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14

Yŏn'guwŏn, Han'guk Hakkyo Kyoyuk, Hrsg. Han'guk ŭi myŏngp'um kodŭng hakkyo: Best high schools in Korea. Sŏul-si: Sigan Yŏhaeng, 2015.

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15

Class struggle: What's wrong (and right) with America's best public high schools. New York: Times Books, 1998.

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16

King, Eric. An analysis of a five year programme of evaluation and innovation undertaken by an English department in an upper secondary school in Oxfordshire with the initial aim of evolving a strategy for implementing a language across the curriculum policy for the school. Uxbridge: Brunel University, 1985.

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17

Bier, Ada. La motivazione nell’insegnamento in CLIL. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.

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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.

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18

Denmark. Executive order on the upper-secondary school, upper-secondary level courses and the single subject upper-secondary examination: (Order on upper-secondary education). Can be ordered from Undervisningsministeriets forlag, 1994.

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19

Jordahl, Henrik, und Mårten Blix. Privatizing Welfare Services. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867210.001.0001.

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The Swedish welfare state is known for providing extensive services to its citizens. Much less well known is that a fair amount of the services are delivered by private for-profit firms. The first steps of privatization were taken in the mid-1980s for childcare services at the municipal level, and the government often found itself scrambling to introduce regulation afterwards. Other sectors were subsequently privatized, most notably through an extensive voucher scheme to provide choice in compulsory and upper-secondary education. A key question throughout this process has been how to maintain the Swedish egalitarian ethos while undergoing extensive privatization. How has the country managed to reap the benefits from market forces without endangering equitable outcomes? The Swedish system is no middle road between socialism and capitalism. Instead, it is more akin to a large-scale laboratory for institutional design with lessons that should be of broad relevance to other countries aiming to get high-quality welfare services while containing costs. Focusing on what others can learn from Sweden, the book makes accessible original research on schools, health care, and elderly care. The privatization of service production has occurred despite major political controversy between two competing visions for the welfare state. Successful experiments have spread organically to neighbouring municipalities. What was done well in this process and what were the mistakes? The book addresses the fundamental economic challenges, the trends of the future, and the implications for institutional design

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20

Association for Scottish Literary Studies. Schools and Further Education Committee., Hrsg. Scottish literature in the upper secondary school. [Glasgow]: Association for Scottish Literary Studies, 1992.

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21

al, et, und Joanna McPake. Foreign Languages in the Upper Secondary School. The SCRE Centre, 1999.

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22

United States. Office of Educational Research and Improvement, Hrsg. Mathematics program in Japan: Kindergarten to upper secondary school. Tokyo, Japan: Japan Society of Mathematical Education, 1990.

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23

Much Arguing... Many Opinions (Clear Thinking and Argument Assessment for Upper Secondary School). Longman Cheshire, 1993.

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24

Watrous, Whitehead Jill, Iowa. Dept. of Education. Bureau of Instructional Services., Iowa Arts Council und Alliance for Arts Education (Iowa), Hrsg. Creating curriculum: A framework for drama/theatre for upper elementary-high school. Des Moines, Iowa: Bureau of Instructional Services, Iowa Dept. of Education, 2000.

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25

Lessons from Privilege: The American Prep School Tradition. Harvard University Press, 1997.

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26

Lessons from Privilege: The American Prep School Tradition. Harvard University Press, 1998.

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27

Kattan, Raja Bentaouet, und Miguel Székely. Analyzing the Dynamics of School Dropout in Upper Secondary Education in Latin America: A Cohort Approach. The World Bank, 2015. http://dx.doi.org/10.1596/1813-9450-7223.

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28

900 practice questions for the upper level SSAT & ISEE. 2. Aufl. 2014.

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29

Charlie, Stripp, und Drape Steve, Hrsg. Problem pages: A photocopiable book of thought-provoking mathematics problems for sixth form and upper secondary school students. Leicester: Mathematical Association, 2000.

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30

Schurr, Sandra, und Imogene Forte. Integrating Instruction in Math: Strategies, Activities, Projects, Tools, and Techniques (Middle/Upper Grades). Incentive Publications, 1996.

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31

M, Crosier Louis, Hrsg. Healthy choices, healthy schools: The residential curriculum. Washington, D.C: Avocus Pub., 1992.

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32

M, Crosier Louis, Hrsg. Casualties of privilege: Essays on prep schools' hidden culture. Washington, D.C: Avocus Pub., 1991.

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33

Crosier, Louis M. Casualties of Privilege: Essays on Prep Schools' Hidden Culture. Avocus Publishing, 1991.

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34

Hoftijzer, Margo, Piotr Stronkowski und Jakub Rozenbaum. Getting Out of School and into the Workplace: Strengthening Work-Based Learning in Upper Secondary Technical Education in Poland's Swietokrzyskie Region. Washington, DC: World Bank, 2018. http://dx.doi.org/10.1596/978-1-4648-1322-1.

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35

Mathews, Jay. Class Struggle: What's Wrong (and Right) with America's Best Public High Schools. Three Rivers Press, 1999.

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36

Cookson, Peter W., und Caroline Hodges Persell. Preparing for Power: America's Elite Boarding Schools. Basic Books, 1987.

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37

Polesel, John. Pre-Employment Skill Formation in Australia and Germany. Herausgegeben von John Buchanan, David Finegold, Ken Mayhew und Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.8.

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This chapter provides a critical analysis of the role that vocational education and training plays in preparing young people for the labour market in two contrasting systems – Australia and Germany. In Germany, this occurs mainly within the structure of the “dual system”. In Australia, it occurs within a system of comprehensive high schools, where vocational studies are located within the senior secondary certificates. In Australia, it also occurs to an extent in the adult sector VET institutions and in some specialist providers which focus on school-aged youth. The concepts of education logic and employment logic and the type of welfare state, whether neocorporatist or neoliberal, are used to analyse important differences between Australia and Germany. The chapter argues that the skills formation of young people requires both symbolic and financial support and an approach to upper secondary education which is not captive to the sorting and selection mechanisms of universities.

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38

Bosch, Gerhard. Different National Skill Systems. Herausgegeben von John Buchanan, David Finegold, Ken Mayhew und Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.20.

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As sources of legitimation for the assignment of social status, education and training systems are more strongly rooted in particular national traditions than other social institutions. Most typologies of national skill systems focus on the differences in general and vocational education in upper secondary school. However, with increasing investment in preschool education, the expansion of university education and the growing importance of education and training for adults, comparative researchers are paying increasing attention to the education and training system as a whole, with the result that country typologies are necessarily becoming more complex. The chapter shows that we must bid farewell to the myth that the sole objective of education and training reforms is to increase economic efficiency. In modern democracies, reforms of education and training systems are often characterised by conflicts between the protection of status, on the one hand, and increasing equality, on the other.

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