To see the other types of publications on this topic, follow the link: Co-educational schools.
Journal articles on the topic 'Co-educational schools'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Co-educational schools.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Wills, Robin, Sue Kilpatrick, and Biddy Hutton. "Single‐sex classes in co‐educational schools." British Journal of Sociology of Education 27, no. 3 (July 2006): 277–91. http://dx.doi.org/10.1080/01425690600750452.
Full text
2
Baru, Peter Muriuki, Lucy Ndegwa, Johannes Njagi Njoka, and Zakaria Mbugua. "Influence of Sense of Belonging to a School on Learners’ Loneliness in Single Gender and Co-Educational Institutions in Murang’a County, Kenya." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 10, 2020): 675–83. http://dx.doi.org/10.33258/birle.v3i2.896.
Full textAbstract:
The influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in the world and Kenya in particular is not clearly known and documented. Available literature indicates that the learners’ sense of belonging to school significantly impacts on their loneliness. The purpose of this study was to examine the influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in Murang’a County in Kenya. The study was guided by the following specific objectives, which were to; Compare the levels of loneliness among learners in single gender and co-educational schools in Murang’a County and assess power of sense of belonging to school in determining the loneliness levels among learners in single gender and co-educational schools in Murang’a County. The study adopted the cross-sectional survey research design. The Krejecie & Morgan Table was used to select a sample of 435 participants from a target population of 12,400 form two learners from single gender and co-educational secondary schools in the County. Data was collected using two standardized measurement instruments; the Perth aloneness-loneliness scale (PALs) while sense of belonging to school was measured using five statements in a five point Likert scale developed for the study. Administration of the questionnaire was done during normal school days by trained research assistants. Data was analysed using the descriptive and inferential statistics with the aid of the Statistical Package for Social sciences (SPSS) version 20.0. The findings of the study indicated that low sense of belonging to school for girls in co-educational institutions was correlated to high levels of loneliness. From the findings of the study, it is concluded that there is need to strengthen the psychosocial support systems for learners in co-educational schools through mentorship, guidance, coaching and counselling to facilitate appropriate adjustments of the learners in the schools so as to promote their learning outcomes.
3
V. L, Kelly, and Oloyede O. I. "A COMPARATIVE STUDY OF GIRL’S PHYSICAL SCIENCE PERFORMANCE BETWEEN CO-EDUCATIONAL AND SINGLE SEX SCHOOLS IN SWAZILAND." International Journal of Research -GRANTHAALAYAH 7, no. 1 (January 31, 2019): 373–82. http://dx.doi.org/10.29121/granthaalayah.v7.i1.2019.1066.
Full textAbstract:
The major objective of the study was to compare the performance of girls studying physical science in single sex schools and those in co-educational schools. Three research questions were raised and one hypothesis formulated. The study adopted a cross-sectional survey research design using a sample of forty students’ randomly selected from two single – sex and two co – educational schools from the Manzini region of Swaziland. Data was collected using the Swaziland General Certificate of Secondary Examination results and a 10 – item 5 - scale Likert type of questionnaire. Data was analyzed using the Statistical Package for Social Sciences (SPSS). T-test was used to test the hypothesis at 0.05level of significance. The findings from this study showed that girls from single-sex schools perform significantly better in physical science than girls from co-educational schools. Social factors have the greatest influence on girl’s physical science performance, while school management issues have the least influence. It was concluded that performance of girls in single-sex schools is significantly different from the performance of girls from co-educational schools and social factors have the greatest influence on the physical science performance of girls. It was therefore recommended that teachers in co-educational school should do everything possible to improve the performance of girls in their schools and teachers in both schools should provide guidance and counseling services in order to educate the girls on the effects of social factors such as peer pressure on their physical science performance.
4
Stawniak, Henryk. "Prawa i obowiązki rodziców w kontekście zadań szkoły." Prawo Kanoniczne 50, no. 3-4 (December 20, 2007): 31–49. http://dx.doi.org/10.21697/pk.2007.50.3-4.01.
Full textAbstract:
The article analyzes educational rights and obligations of parents which are realized through schools, including denominational schools and especially Catholic schools. It shows school’s tasks and possibility of joining parents into the triad of teaching, educating and evangelizing. The essay stresses these elements of school structure in which parents can participate and influence the way that schools are running. It answers the question about the mutual relationship between school administration and parents. Should we go in the direction of vivid dialog between parents and school or go further-parents should co-run schools.
5
Hussain, Safdar. "A Comparison of Students’ Academic Achievement in English in Single-Sex and Co-Educational Schools." Review of Economics and Development Studies 6, no. 2 (June 15, 2020): 645–55. http://dx.doi.org/10.47067/reads.v6i2.230.
Full textAbstract:
In this ex post facto research, the difference in students’ academic achievement in English has been examined in single-sex and co-educational schools on the bases of data obtained from 576 students from 03 boys’ only, 04 girls’ only, and 07 co-educational secondary schools from Multan. Students’ score in achievement test and gain in grades obtained in the subject of English from 2001 to 2005 were analysed using t-test of independent samples against grouping variable type of school students attended. Statistical control was also applied in the analyses of co-variance over confounding variables associated with students’ family and school. Both boys and girls from single-sex schools obtained better score in achievement test and gained better grades than students from co-educational schools and this difference remained statistically significant even after applying statistical control.
6
Ciasullo, Maria Vincenza, Rosalba Manna, and Rocco Palumbo. "Developing a taxonomy of citizen science projects in primary school." TQM Journal 31, no. 6 (November 29, 2019): 948–67. http://dx.doi.org/10.1108/tqm-03-2019-0083.
Full textAbstract:
Purpose Educational institutions are facing a growing number of challenges, which impair their ability to provide high quality and effective educational services. The involvement of pupils in co-creating learning experiences is a fundamental ingredient of the recipe for increased educational quality. Inter alia, the implementation of citizen science initiatives at schools allows pupils to be active co-producers of educational services. The purpose of this paper to shed light on the attributes of citizen science projects targeted at pupils (aged between six and ten) attending primary schools, in order to identify their potential implications in terms of educational services’ quality improvement. Design/methodology/approach Secondary data were collected from the Scistarter® web platform. Projects addressed to primary schools and provided with specific classroom materials were taken into consideration (n=65). A qualitative, comparative and bird’s eye analysis was performed: first, looking at the role and the tasks assigned to pupils, the projects were grouped in four categories; second, the potential implications of citizen science on educational services’ quality were investigated. Findings Citizen science at school paves the way for pupils’ empowerment and for their direct involvement in the co-production of educational services. Moreover, it enhances the relationship between teachers and pupils, engaging them in a co-creating partnership intended at addressing real scientific issues at school. However, citizen science is still poorly integrated into conventional educational curricula in primary schools. Practical implications From a management point of view, citizen science is thought to contribute to the improvement of educational services’ quality, stimulating pupils to partner with their peers and with teachers for the purpose of knowledge co-production; in addition, it allows for the enrichment of educational activities in primary schools. From a policy perspective, citizen science at school harmonizes with the democratization of scientific knowledge. Originality/value This is one of the first research papers to demonstrate the potential implications of citizen science on educational services’ quality and effectiveness in primary schools.
7
Narwana, Kamlesh, and Sharmila Rathee. "Gender Dynamics in Schooling: A Comparative Study of Co-educational Practices in Two Socio-cultural Milieux." Indian Journal of Gender Studies 26, no. 3 (October 2019): 288–308. http://dx.doi.org/10.1177/0971521519861161.
Full textAbstract:
Different forms of schooling, single sex or co-educational, have been discussed in educational academia from the perspective of their impact on gender equality. The debate revolves around the question: which form of schooling (single or co-educational) will be effective in combating prevalent gender stereotypes? With the contradictory evidence, this discussion remains inconclusive. With the help of inferences from evidence both factual and anecdotal, the paper attempts to delineate the need to consider socio-cultural dimensions for developing a deeper understanding of gender dynamics in schools. Understanding the role of the social context called for a comparative analysis of two co-educational schools from different socio-cultural contexts: a rural government school in a state characterised by traditional gender norms and an elite private school in a metropolitan city. By drawing linkages between socio-cultural aspects and schooling practices, it endeavours to analyse parental concerns, the role of the school as an agency, the interface of caste, culture and tradition and their impact on peer behaviour in both the schools. The study has led to the conclusion that a combination of factors retards or promotes the accomplishment of education policies in individual schools.
8
Gaydos, Matthew. "Co-designing Educational Games for Classrooms." International Journal of Designs for Learning 12, no. 1 (April 12, 2021): 54–63. http://dx.doi.org/10.14434/ijdl.v12i1.31266.
Full textAbstract:
Over the past 15 years, various government agencies in Singapore have supported educational game development and research, producing multiple digital games (e.g., Legends of Alkhemia, Statecraft X), and non-digital games (e.g., Green City Blues, Money Matters). Although these games had been successful as research tools used to investigate gamebased learning, their impact in schools has been limited by contextual factors including the school environment and culture (Chee et al., 2014). Further, little is documented regarding the details of designing educational games for these contexts. This paper describes the challenges I faced as a new researcher in Singapore tasked with designing new educational games that could simultaneously be used as research tools while also serving as effective, sustainable learning experiences in classrooms in Singapore. Although research-based educational games in Singapore and around the world have been created to instantiate and test theories of learning, these games have often been created without much attention given to classroom practicality and longer-term sustainability. This paper recounts this process and describes the constraints that were faced. By describing the conditions and constraints from the development process, the author hopes to inform and improve the design of future research/educational games that can have lasting and significant impact on Singapore student learning.
9
HOLLOWELL, CLARE. "Enforcing Performance: Disciplining Girls in British Co-educational Boarding School Stories, 1928–58." International Research in Children's Literature 1, no. 2 (December 2008): 125–38. http://dx.doi.org/10.3366/ircl.2008.0002.
Full textAbstract:
This paper examines girls and power in British co-educational boarding school stories published from 1928 to 1958. While feminist scholars have hailed the girls’ school story as a site of potential resistance to constricting gender roles, the same can not be said of the co-educational school story. While the genres share many tropes and characterisation, the move from an all-female world to a co-educational setting allows the characters access to a narrower range of gender roles, and renders the female characters significantly less powerful. The disciplinary structures of the co-educational schools, mirroring those in real life, operate in a supposedly progressive manner that in fact removes girls from access to power.
10
Colley, Ann, Chris Comber, and David J. Hargreaves. "School Subject Preferences of Pupils in Single Sex and Co‐educational Secondary Schools." Educational Studies 20, no. 3 (January 1994): 379–85. http://dx.doi.org/10.1080/0305569940200306.
Full text
11
Dasgupta, Meeta, and Anupama Prashar. "Does Parental Co-creation Impacts Perceived Value? A Mixed-method Study in Indian Elementary Educational Innovations." Vision: The Journal of Business Perspective 24, no. 1 (August 28, 2019): 90–100. http://dx.doi.org/10.1177/0972262919858268.
Full textAbstract:
Research on building innovative practices for enhancing the educational effectiveness has gained momentum. Schools as business units play a critical role in building effectiveness. Empirical investigation on the role of parents, the primary customers taking decisions with respect to availing school services for their children, as co-creators in conceptualizing and executing educational innovations is thin. To bridge this research gap, a mixed methods study was conducted on a sample of elementary schools in India. The study also investigated the impact of parents’ involvement on their perceived value and satisfaction. The results suggested that schools are undertaking various innovative initiatives in which parents play a primary role in execution both at home and in the school. It was found that parents’ perception of value for innovative practices introduced by the schools is high, irrespective of their low involvement in the conceptualization stage. The findings also indicated that parental involvement in the execution stage of the initiatives impacts their perceived value more than at the conceptualization stage.
12
Samrat, Ray, Ghulam Muhammad, and Muhammad Adnan. "The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District." journal of social sciences review 1, no. 1 (June 30, 2021): 46–56. http://dx.doi.org/10.54183/jssr.2021.1.1.46.
Full textAbstract:
Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional training. Principalsare the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 100 government male high school principals from the Mardan district. A reliable instrument was developed, validated, andpilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principalsplay a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.Keywords:administrative role, Mardan, Pakistan, principals, secondary schools
13
Dormus, Katarzyna. "Rozwój koedukacyjnego średniego szkolnictwa ogólnokształcącego w okresie II Rzeczypospolitej." Kwartalnik Pedagogiczny 63, no. 4(250) (April 24, 2019): 44–55. http://dx.doi.org/10.5604/01.3001.0013.1694.
Full textAbstract:
During the late 19th century and early 20th century, co-education on a secondary school level was still a source of controversy, resulting in a public discussion. The first co-educational secondary schools in the Polish territories were established over the course of the First World War. During that time, in light of a realistic chance for Poland to regain independence, the teaching community undertook discussions regarding the shape of education in independent Poland. Still, many people still viewed co-education with a degree of doubt. In the interwar period, however, the number of public and private co-educational secondary schools increased. They were located primarily in smaller cities. Additionally, men usually represented the majority of students. This dynamic was a result of allowing women to attend institutions that had originally functioned as all-male schools, thus creating a coeducational schooling system. The level of education in these institutions was generally low.
14
Tsikati, Alfred F., and Nontobeko Mkhize. "PREDICTORS OF AGRICULTURE STUDENT ACADEMIC PERFORMANCE IN SINGLE SEX SCHOOLS IN ESWATINI." Journal of Education and Practice 3, no. 1 (January 31, 2019): 1. http://dx.doi.org/10.47941/jep.273.
Full textAbstract:
Purpose: Research at international platforms indicates that learners learn better if they are in a single sex school than in a co-education school. However, little information exists in the literature about students’ academic affairs in single sex schools in Eswatini. Thus, the study sought to identify predictor variables for agriculture student academic performance of single sex schools in Eswatini.Methodology: A descriptive-correlational research design was used. Ten Form 4 and Form 5 agriculture student from six single sex schools were randomly sampled for the study. Thus, a total of 120 agriculture student from the six single sex school participated in the study. A self-administered questionnaire was used in data collection. Three educational experts from the department of Agricultural Education and Extension established the face and content validity of the instrument. The instrument was found to be 83% reliable. Descriptive and inferential statistics were used in data analysis. Multiple regression was used to identify the predictors for agriculture student academic performance in single sex schools in Eswatini.Results: The study revealed that the agriculture student academic performance is predicted by sex.Recommendations: Therefore, the study recommended that parents should be encouraged to enroll their children in single sex schools especially boys schools so that they can do well in agriculture. A similar study should be conducted to compare the agriculture students’ academic performance in single sex schools versus co-educational schools in Eswatini.
15
Young, Deidra J., and Barry J. Fraser. "Science Achievement of Girls in Single‐sex and Co‐educational Schools." Research in Science & Technological Education 8, no. 1 (January 1990): 5–20. http://dx.doi.org/10.1080/0263514900080102.
Full text
16
Forgasz, Helen, and Gilah Leder. "VCE STEM subject enrolments in co-educational and single-sex schools." Mathematics Education Research Journal 32, no. 3 (May 24, 2019): 433–48. http://dx.doi.org/10.1007/s13394-019-00271-4.
Full text
17
Benson, Jeremy. "‘We don’t care who you are’: Race, space, and dispossession in New York’s charter school co-location reform." Policy Futures in Education 18, no. 5 (September 25, 2019): 662–80. http://dx.doi.org/10.1177/1478210319875385.
Full textAbstract:
In the United States, charter school proliferation remains a top priority for neoliberal education reformers and their private sector allies. Such schools are owned and run by private operators yet receive public funding, resulting in large transfers of public assets into private hands. Co-location facilitates this process by providing charters rent-free space within existing public school buildings. The author argues that New York’s 2014 co-location reform, which guarantees co-location or rental assistance for the city’s charter schools, produces school space in ways that create new circuits for the accumulation of capital by the private sector, while at the same time putting into circulation hegemonic imaginations of the relationship of race to school space. Co-location reform enlists school space within neoliberalism’s color-blind and meritocratic racial ideology: reformers like New York Governor Andrew Cuomo “don’t care who you are” because achievement is seen as the result of hard work and good choices made in free markets, and co-location will extend educational markets to families of color who have heretofore been excluded. Using the co-location of Success Academy Charter Schools as a case, the author argues that co-location reform, animated by a “white spatial imaginary,” both obscures and exploits the racialized process of organized abandonment that underwrites neoliberal capitalism.
18
Ho, Wai-chung. "Musical learning: Differences between boys and girls in Hong Kong Chinese co-educational secondary schools." British Journal of Music Education 18, no. 1 (March 2001): 41–54. http://dx.doi.org/10.1017/s0265051701000134.
Full textAbstract:
This paper presents an overview of boys' and girls' musical learning inside and outside school. This involves a sampling survey of 877 pupils (414 boys and 463 girls) in nine Chinese secondary schools. The paper argues that patterns of gender stereotyping associated with music among Hong Kong students have some similarities with those in the Western world. The impact of gender beliefs was most evident in types of instrumental learning, types of music activities, and listening and singing preferences. The subjects' attitudes towards the promotion of popular and Western classical musics in school emerged as statistically significant, while their attitude towards Chinese classical music was non-significant.
19
Ma, Josef Kuo-Hsun. "The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries." International Journal of Comparative Sociology 62, no. 2 (April 2021): 115–40. http://dx.doi.org/10.1177/00207152211023540.
Full textAbstract:
Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.
20
Salerno, Stacy, and John R. Reynolds. "Latina/o Students in Majority White Schools." Sociology of Race and Ethnicity 3, no. 1 (August 20, 2016): 113–25. http://dx.doi.org/10.1177/2332649216663002.
Full textAbstract:
Latina/o high school students face many challenges in school, and much current research on ethnicity and education likewise focuses on the downsides of being an ethnic minority in the U.S. educational system. Social scientists attribute the educational gaps associated with ethnic minority status to factors such as fewer family resources, discrimination, teacher-student mismatch, English learner status, and social isolation at school. This article shifts attention to the ways in which ethnic minority status can bolster educational attainment and highlights the significance of co-ethnic physical spaces or “enclaves” in majority white high schools. Data include 11 interviews with teachers and administrators at a public high school in the Southeast, supplemented with 100 hours of classroom participant observation and over 100 narratives written by students. Student perceptions are tapped through analysis of an open-ended essay writing exercise on what it means to be a Latina/o in the United States, completed by the Latina/o students enrolled in four Spanish language–only courses during three terms in 2013–2014. The observation, interview, and essay-based data indicate that Latino/a high school students benefit from school ethnic enclaves where they are free to draw on the support of co-ethnic peers and culturally flexible teachers. These themes emerge in the interviews with teachers and are supported by student comments in a writing exercise. School ethnic enclaves provide both academic and social support, help foster a positive ethnic self-image, and ultimately link ethnic minority status and heritage to success despite the significant—and more often studied—educational challenges faced by Latina/o high school students.
21
Honingh, Marlies, Elena Bondarouk, and Taco Brandsen. "Co-production in primary schools: a systematic literature review." International Review of Administrative Sciences 86, no. 2 (July 5, 2018): 222–39. http://dx.doi.org/10.1177/0020852318769143.
Full textAbstract:
Co-production is the involvement of citizens in the design and delivery of services. In primary schools, this involves parents working with teachers to improve the educational development of their children. In this contribution, we present the results of a systematic literature review on co-production in primary schools to establish what research has been conducted and to what extent there is evidence on the effectiveness of co-production in this context. After three subsequent steps of literature selection, an initial database of 3121 articles was reduced to 122 articles which were then carefully analysed. Generally, co-production in education tends to be aimed at specific groups, which makes it hard to generalize, but some findings appear more generally applicable. Co-production does appear to improve students’ knowledge acquisition. Parent–teacher relationships can be difficult and ambiguous, but teacher training appears to be an effective tool for improving co-production. Points for practitioners Although co-production in schools is increasingly popular, it has been tested mostly for specific socioeconomic groups. Further testing is necessary to know whether it would work as a mainstream method. Co-production in school requires a tailor-made approach. The evidence suggests that it is only effective if it is adapted to the specific context. It is therefore misleading to speak of co-production in schools as a single phenomenon; there are many different types of co-production in schools. Investing in teacher training turns out to be helpful in overcoming initial resistance.
22
Beloin, Kim S. "Strategies for Developing Inclusive Practices in Small, Rural Schools." Rural Special Education Quarterly 17, no. 1 (March 1998): 12–20. http://dx.doi.org/10.1177/875687059801700103.
Full textAbstract:
This article showcases several small, rural schools in Wisconsin who have made a commitment to utilizing inclusive school practices. By re-aligning current building-based resources in innovative ways, the professionals in these four schools have designed unique inclusive education models and practices that respond to the educational needs of a diverse range of learners. This article describes four successful rural school inclusion models in detail. These rural school inclusion models focus on: (a) scheduling for cross-categorical programming, (b) including students with challenging behaviors, (c) co-teaching, and (d) practicing inclusive education in a rural high school. Other small, rural schools who are moving towards inclusion, will benefit from the discussed experiences these models encountered during the re-alignment of their resources.
23
Matemba, Collins K., Jane Awinja, and Kenneth O. Otieno. "Relationship between Problem Solving Approaches and Academic Performance: A Case of Kakamega Municipality, Kenya." International Journal of Human Resource Studies 4, no. 4 (October 24, 2014): 10. http://dx.doi.org/10.5296/ijhrs.v4i4.6499.
Full textAbstract:
The problem of poor performance of students in public secondary schools in the national examination continues unabated despite numerous efforts and resources put into education development. The study sought to determine the relationship between problem solving approach and academic performance and to establish gender differences in the problem solving approaches among secondary school students in Kakamega Municipality. Correlation research design was adopted for the study. Using stratified sampling, six schools consisting of one boys school, one girls school, three public co-educational schools and one private co-educational school were sampled. Proportionate and simple random sampling was used to select a total of 200 students comprising of 113 boys and 87 girls. Questionnaires, observation check lists and Focus Group discussions were used to collect data. Quantitative data collected in the field was analysed using descriptive and inferential statistics, while qualitative data from Focus Group Discussion was analysed qualitatively. The differences between groups on studied variables were tested using t-test while correlation was used to test the null hypothesises at a significance level of .05. There was no significant relationship between problem solving approaches and academic performance while gender had no affect on problem solving. It was recommended that counsellors and secondary school teachers should train students in positive problem solving skills and an ideal environment should be created for students to acquire positive problem solving skills.
24
Athanasou, James A., and Ray W. Cooksey. "Ability of high school pupils to estimate vocational interests: Some influences of demographic factors and context." Australian Educational and Developmental Psychologist 11, no. 2 (November 1994): 25–31. http://dx.doi.org/10.1017/s0816512200027036.
Full textAbstract:
ABSTRACTThis study examines the influence of demographic factors such as age, sex, and school setting on self-estimate ability. The subjects (N = 1814) in this study were administered an interest inventory (Vocational lnterest Survey) and a self-rating scale (Work Interest Survey). Similarity between self-estimate and measured interest profiles was assessed using the correlation between individual's profiles and the squared Euclidean distance (D2), and its components (elevation, scatter, and shape by scatter). There were significant differences between boys and girls on profile parameters of elevation, the overall distance between profiles, and self-estimate ability. Girls, on the whole, were better able to estimate the pattern of measured interests (0.62), compared to boys (0.55), but the magnitude of this difference between these coefficients (i.e., 0.07) was very small. Age differences between four age groups (14, 15, 16, and those over 16 years) were small. The mean correlation at 14 years was 0.64 compared with 0.57 at 16 years and 0.4 for those over 16 years. Differences between single-sex schools and co-educational schools were the third factor considered. Girls' schools had the highest correlation between the VIS and WIS profiles (0.63), followed by co-educational schools (0.58) and boys' schools had the lowest profile correlation (0.55).
25
Kusmin, Marge. "Co-Designing the Kits of IoT Devices for Inquiry-Based Learning in STEM." Technologies 7, no. 1 (January 24, 2019): 16. http://dx.doi.org/10.3390/technologies7010016.
Full textAbstract:
The rapidly developing technological landscape challenges require educational institutions to constantly renew the school's digital infrastructure in order to keep students engaged in learning difficult subjects such as Science, Technology, Engineering, and Mathematics (STEM). The Internet of Things (IoT) is one of such new technology platforms that could help the schools enhance learning processes with innovative resources, and to increase students' motivation to learn. This paper summarizes the first stage of a design-based research focusing on introducing IoT technologies to secondary education. Five kits of IoT devices were co-designed by researchers, teachers, and students, to optimize their match with the curricular objectives, cost, learning curve, and re-usability in various educational contexts. The study included three steps: (1) mapping out the IoT devices on the basis of the desk research, (2) literature review on STEM education practices, and (3) two focus group interviews with teachers and students from different schools. As a result of the study, five different kits of IoT devices were purchased for schools and pilot-tested in real-life settings.
26
Amoah, Charles Agyei, and Emmanuel Eshun. "Assessing the reasoning skills of biology students in selected senior high schools in the central region of Ghana." International Journal of Scientific Research and Management 6, no. 04 (April 28, 2018): 299–304. http://dx.doi.org/10.18535/ijsrm/v6i4.el12.
Full textAbstract:
The purpose of the study was to determine the competency level of senior high school (SHS) biology students in reasoning skills and see whether the type of school a student attends and gender has influence on the proficiency in demonstrating reasoning skills when SHS biology students are engaged in laboratory work. The study adopted the “Basic Skills Assessment” approach. The population for the study was 665 SHS 3 elective biology students offering General Science programme for the 2015/ 2016 academic year in the Cape Coast Metropolis in the Central Region of Ghana. The sample consisted of 114 students from both single sex and co-educational Senior High Schools (SHS) offering elective biology for the West African Secondary School Certificate Examinations (WASSCE). Purposive sampling was used to select the schools which participated in the study. One single-sex girls’ school, one single-sex boys’ school and one co-educational (mixed) school were selected. The findings from the study revealed that school type was found to be significantly related to the performance of students at reasoning skills. However, single-sex boys did not differ significantly from mixed schools. Gender was found not to be significantly related to the performance of the students at reasoning skills. However, greater proportion of males exhibited same levels of reasoning skills than their female counterparts. It was recommended that female biology students must be made to do more laboratory work that involves reasoning to improve their reasoning skills.
27
Pakes, Ariel, and Joel Sobel. "Parag Pathak: Winner of the 2018 Clark Medal." Journal of Economic Perspectives 33, no. 1 (February 1, 2019): 231–46. http://dx.doi.org/10.1257/jep.33.1.231.
Full textAbstract:
The American Economic Association awarded Parag Pathak the 2018 John Bates Clark Medal for his research on the impacts of educational policies. Both the theory and the empirical research take the constraints facing administrators seriously. As a result, Parag’s research led directly to educational reforms in many large US cities and abroad. The leading example is Parag (and co-authors’) research on school assignment mechanisms that led many school districts to institute fairer and more efficient procedures for allocating students to schools. The institutional detail Parag learned in working on the assignment problem led to innovative empirical work on the impacts of different types of schools, most notably of charters, which was suggestive of the characteristics of both successful schools and of the types of students who gained from being enrolled in them. Using the data generated by the new assignment rules, his recent work provides complete frameworks for the quantitative analysis of the benefits of different assignment mechanisms and has measured those benefits in New York high schools.
28
Fraser, Jennifer H., and Robin Averill. "How we care for students: Pastoral care and the role of the dean." Set: Research Information for Teachers, no. 3 (November 1, 2014): 37–44. http://dx.doi.org/10.18296/set.0312.
Full textAbstract:
Pastoral care structures in New Zealand schools often include a role of dean. The dean’s responsibilities are often defined by schools to satisfy growing expectations of schools’ responsibilities for student wellbeing and achievement. This study explored the role of year-level deans within one state co-educational secondary school. Senior managers, deans, teachers, and students were interviewed, and deans completed a daily activity log. Findings indicate challenges exist for providing care for all students owing to the reactive nature of the role and unclear reporting lines. Results indicate that collaborative approaches to pastoral care may improve its provision.
29
Ferreira, Amanda O., Elaine A. F. Rodrigues, Amilton C. Santos, Ricardo R. Guerra, Maria A. Miglino, Durvanei A. Maria, and Carlos E. Ambrósio. "Animal-assisted therapy in early childhood schools in São Paulo, Brazil." Pesquisa Veterinária Brasileira 36, suppl 1 (June 2016): 46–50. http://dx.doi.org/10.1590/s0100-736x2016001300007.
Full textAbstract:
Abstract: Since ancient times, humans and animals have interacted for different purposes. Animal Assisted Therapy (AAT) is used for the assistance and treatment in humans and educational projects where animals are used as co-therapists or co-educators. The use of animals facilitates the process of teaching and learning, and stimulates physical and therapeutic activities. So that knowledge on AAT could be expanded, current study analyzes the opinion of people directly involved in education on AAT implementation as an educational model in early childhood schools in São Paulo, Brazil. Questionnaires were handed out to 10 pedagogical coordinators, 32 teachers, 23 parents and 26 children aged 3-6 years. Results revealed that AAT is not well-known for most interviewees, including pedagogical coordinators, teachers and parents. However, interviewees believe in the benefits of child-pet interactions and are favorable to the implementation of AATs in schools. Projects should be interdisciplinary and must involve professionals from other areas, such as psychologists and veterinarians. Regarding the educational model, interviewees believe in the innovation capacity of AAT and in the possibilities of interdisciplinarity among teachers in the use of animals. Research also demonstrated that children like and support the use of animals in the school.
30
Uzoechina, Gladys Oby, Adaeze Oguegbu, Esther Akachukwu, and Victor Chekume Nwasor. "Teachers Awareness And Usage Of Non-Violent Strategies For The Maintenance Of Discipline In Nigerian Secondary Schools: A Situational Analysis." Journal of International Education Research (JIER) 11, no. 3 (July 30, 2015): 143–52. http://dx.doi.org/10.19030/jier.v11i3.9365.
Full textAbstract:
This study sought to determine teachers level of awareness and usage of non-violent strategies/interventions for the maintenance of discipline in secondary schools in Anambra State, Nigeria. Corporal punishment has become an unwritten sine qua non for the maintenance of school discipline - often the first thought that comes to the minds of teachers in treating acts of indiscipline and deviance. From the Nnewi Education Zone, comprising four local government areas (LGAs), 200 teachers were selected for descriptive survey out of 996 teachers. Stratified random sampling was used such that the schools were stratified into co-educational and single-sex schools, and from each randomly selected school, 10 teachers were selected. Two research questions and four null hypotheses guided this study, and questionnaire was used to collect data. The mean was used to answer the research questions and t-test for the hypothesis at the 0.05 level of significance. The study recommended in-service training for teachers in educational psychology, particularly behaviour modification methods, parental input and interest in school discipline as well as the cessation of corporal punishment among others.
31
Hafeez, Fatima, Adnan Haider, and Naeem Uz Zafar . "Impact of Public-Private-Partnership Programmes on Students’ Learning Outcomes: Evidence from a Quasi-Experiment." Pakistan Development Review 55, no. 4I-II (December 1, 2016): 955–1017. http://dx.doi.org/10.30541/v55i4i-iipp.955-1017.
Full textAbstract:
Learning outcomes refer to the performance of the students in academic tests pertaining to the respective grade level. In Pakistan, survey evidences from Annual Status of Education Report (ASER) show a significant dispersion in learning outcomes of public schools as compared with private sector counterpart. The perceived results of learning outcomes in private schools very clear but less evidence is found for educational outcome of schools run under public-private partnership programs. This becomes especially relevant when status of curricular, co-curricular, and extra-curricular activities is compared between public school, private schools, and schools run under public private partnership. In recent literature, it is found that schools taken up by public-private partnership have been providing a better learning environment—Infrastructure Rehabilitation and Development, Administrative changes, Academic Innovation and Planning, Teacher Reform and Student Affairs—is perceived to have a positive impact on learning outcomes. It is to investigate and document that the investments in these areas are justifiable. To promote this fact, we conduct a quasi-experiment to examine the profiles of students in a public-private partnership school at Karachi (running under Zindagi Trust program) and a public school (as counterfactual) in the same neighbourhood. We also recorded the household and socioeconomic characteristics to create a good set of control variables. The propensity-score results show that public-private school is performing better than that of comparison group in attaining learning outcomes thus showing positive effects of PPP. Finally, the study probed into household and parental covariates of student's educational outcomes to enhance internal validity of results. JEL Classification: I21, C21, L32. Keywords: Educational Learning Outcomes, Public-Private Partnership, Quasi-experiment.
32
Brutsaert, H., and M. Van Houtte. "Girls' and Boys' Sense of Belonging in Single-Sex versus Co-Educational Schools." Research in Education 68, no. 1 (November 2002): 48–56. http://dx.doi.org/10.7227/rie.68.5.
Full text
33
Daly, Peter. "Science course participation and science achievement in single sex and co‐educational schools." Evaluation & Research in Education 9, no. 2 (January 1995): 91–98. http://dx.doi.org/10.1080/09500799509533376.
Full text
34
Owino, Ongowo Richard. "Motivation to Learn Biology: Gender and School Type Differences in Co-Educational Schools in Siaya County, Kenya." Journal of Education, Society and Behavioural Science 27, no. 3 (November 1, 2018): 1–13. http://dx.doi.org/10.9734/jesbs/2018/44722.
Full text
35
Ibrahim, Sueb, Parmjit Singh Aperapar Singh, Ng Kui Choo, and Ramilah Boje. "Focus Group Interview as a Means to Determine School Effectiveness Indicators." International Journal of Service Management and Sustainability 3, no. 2 (March 2, 2020): 37. http://dx.doi.org/10.24191/ijsms.v3i2.8115.
Full textAbstract:
The growth of interest in school effectiveness has been striking and is gaining momentum. Similarly in Malaysia, school effectiveness has become a dominant theme in contemporary educational reform and development. Thus, the growing concern about educational reform has resulted in a wide variety of school effectiveness interventions, initiatives and strategies. Although school effectiveness has become the central focus in most schools, there is still a strong need to determine the constructs or dimensions that are suitable to measure school effectiveness in Malaysian secondary schools. In this study, a focus group interview consisting of eight selected excellent and senior school principals were conducted. Thefindings from the focus group interview indicated 5 indicators for school effectiveness which comprised academic performance, school programme, organizational effectiveness, learning environment and school achievement. The findings also indicated 15sub-indicators for school effectiveness consisting of curriculum, public exam, student assessment, academic programme, co-curriculum programme, student development, resource management, technology advancement, data and information management, teaching and learning, community relation, staff professional development,, award and recognition, innovation and niche area.
36
Fisher, Harriet, Suzanne Audrey, Tracey Chantler, Adam Finn, Louise Letley, Sandra Mounier-Jack, Clare Thomas, Julie Yates, and Matthew Hickman. "Co-production of an educational package for the universal human papillomavirus (HPV) vaccination programme tailored for schools with low uptake: a participatory study protocol." BMJ Open 10, no. 11 (November 2020): e039029. http://dx.doi.org/10.1136/bmjopen-2020-039029.
Full textAbstract:
AimTo co-produce with young people an educational package about the human papillomavirus (HPV) vaccine that is tailored to increase vaccine uptake in schools and populations with lower uptake.IntroductionPersistent infection with HPV can result in cancers affecting men and especially women. From September 2019, the English-schools-based HPV vaccination programme was expanded to include young men (in addition to young women) aged 12–13 years. Some young people attending schools with lower uptake of the vaccine have unmet information needs. We hypothesise that mechanisms to address information needs and increase young people’s autonomy in consent procedures will result in higher uptake.Methods and analysisThe Medical Research Council’s framework for development and evaluation of complex interventions will inform intervention development. Recruitment of young people aged 12–15 years and key stakeholders (National Health Service commissioners, school staff, immunisation nurses and youth workers/practitioners) will be facilitated through existing links with healthcare organisations, schools and youth organisations in areas with lower uptake of the HPV vaccination programme. The proposed research will comprise three phases: (1) a rapid review of adolescent immunisation materials and preliminary qualitative interviews with young people and key stakeholders, (2) theory development and co-production of HPV vaccine communication materials through an iterative process with young people and (iii) testing delivery mechanisms and acceptability of the educational package in four schools with lower uptake.Ethics and disseminationThe University of Bristol’s Faculty of Health Sciences and London School of Hygiene and Tropical Medicine's Research Ethics Committees provided approvals for the study. A dissemination event for young people and key stakeholders and webinar with the National Immunisation Network will be organised. The study findings will be published in peer-reviewed journals and presented at conferences. Recommendations for a future larger scale study will be made.
37
Ratnik, Marika, and Eha Rüütel. "THE FIELD OF WORK OF THE SCHOOL ART THERAPIST AND ITS UNIQUE POTENTIAL FOR THE SCHOOL’S SUPPORT TEAM." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 142–55. http://dx.doi.org/10.33225/pec/19.77.142.
Full textAbstract:
Qualitative research was carried out to examine the first experiences of the implementation of art therapy in Estonian schools. The aim was to ascertain the facets of the activities of the school art therapists and the potential of art therapy in the work of a school’s support team. Within the framework of the research, art therapists and management staff from four general education schools were interviewed. The work foci and specifics of the art therapist’s work were described on this basis, and the potential of school art therapy in reaching educational goals was highlighted. The interviewees characterised the work of a school art therapist in terms of the artistic and creative nature of art therapy, the co-operation-based supportive therapeutic relationship; the variability of the forms of work; and the mitigating, relaxing, and school-adaptation-supporting effect of art therapy. Management staff indicated that the art therapist enriches the work of the school’s support system, as creativity-based methods make the strengths and development potential of students more visible, it is possible to choose from among various specialists to help children, and art therapy can be applied as a primary preventive intervention. Keywords: school art therapy, artistic expression, art therapeutic relationship, content of school art therapy.
38
Hariz Khaddaj, Zeina, and Dalal Moukarzel. "Principals’ and Teachers’ Perceptions of Math Education in Single-sex versus Co-educational Schools in Beirut – Lebanon." Lebanese Science Journal 19, no. 3 (December 27, 2018): 486–507. http://dx.doi.org/10.22453/lsj-019.3.486507.
Full textAbstract:
The purpose of thismixedstudy was to explore school principalsand teachers’ perceptions about (a) students’ performance in mathematics in single-sex versusco-educational schoolsin Lebanon,(b) instructional methods used according to student gender, and (c)the effect ofteachers’ gender onstudents’ behavior.Quantitativeand qualitative data were collectedto validatethe results found. The sample consistedofnine public school principals and seventeenteachers.Three instruments were used for data triangulation: an interview with principals,a surveycompleted by teachers, and a classroom observation grid;the surveywas piloted prior utilizing it and its analysispassed through an expert panel to secure itsvalidity and reliability.Results showed that students performance was not affected by the gender of the classes or schools as per the principals and teachers feedback; however, other factors such as classroom size, parental involvement, boys versus girls’concentration in class, parents’carelessness, and girls’socioand cultural economic backgroundwere of concern to the participants in the study . We also found that principals and teachers did notwrite different lesson plans based on gender in class; moreover, based on the principals’ interviews and classroom observations, female teachers were more tolerant than male teachers towards disruptive behavior.Recommendationsfor further studies were suggested as to investigate students’ perceptions towards mathematics in both types of schooling.
39
Brandén, Maria, Gunn Elisabeth Birkelund, and Ryszard Szulkin. "Ethnic Composition of Schools and Students’ Educational Outcomes: Evidence from Sweden." International Migration Review 53, no. 2 (May 30, 2018): 486–517. http://dx.doi.org/10.1177/0197918318769314.
Full textAbstract:
We examine the impact of ethnic school composition on students’ educational outcomes using Swedish population register data. We add to the literature on the consequences of ethnic school segregation for native and immigrant students by distinguishing social interaction effects from selection and environmental effects through one- and two-way fixed effects models. Our findings demonstrate that native and immigrant students’ grades are relatively unaffected by social interaction effects stemming from the proportion of immigrant schoolmates. However, we find nontrivial effects on their eligibility for upper secondary school. Immigrants’ educational outcomes are weakly positively affected by the proportion of co-ethnics in school.
40
Adejimi, A., F. Omokhodion, and F. Olaolorun. "P1-383 Sexual behaviour and knowledge of prevention of sexually transmitted infections among students in co-educational and non co-educational schools in Ibadan, Nigeria." Journal of Epidemiology & Community Health 65, Suppl 1 (August 1, 2011): A173. http://dx.doi.org/10.1136/jech.2011.142976f.74.
Full text
41
Gutierrez, Rhoda Rae, and Federico R. Waitoller. "Introduction to the Special Issue: Restructuring and Resisting Education Reforms in Chicago’s Public Schools." education policy analysis archives 25 (June 5, 2017): 53. http://dx.doi.org/10.14507/epaa.25.3061.
Full textAbstract:
In this paper, guest editors Gutierrez and Waitoller introduce the special issue, Restructuring and Resisting Education Reforms in Chicago’s Public Schools. As a pioneer of neoliberal education reforms, the city of Chicago and its public school system offers a rich context for critical policy scholarship on the dialectic between education restructuring and community resistance against these reforms. First, the authors contextualize Chicago education reforms within the larger neoliberal project by providing an overview of the policies driving the closures of traditional public schools and expansion of charter schools that the contributors to this special issue examine. The authors also address the co-constitutive nature of race and neoliberalism in education policy, and the disproportionate impact these policies have on low-income communities of color. Next, the authors discuss the significance of this collection of papers for educational policy analysis and call for more research that situates examinations of urban educational reforms in their specific socio-historical, political, and economic contexts. The paper concludes with a summary of the articles included in the special issue.
42
Shaibu, S. I., O. O. Morenikeji, O. O. Idowu, S. Medayese, C. B. Ohadugha, M. S. Oliver, and M. Y. Jimoh. "A Spatial Framework for the Distribution of Public Primary Schools in Munya Local Government Area of Niger State, Nigeria." LAUTECH Journal of Civil and Environmental Studies 5, no. 1 (September 27, 2020): 18–27. http://dx.doi.org/10.36108/laujoces/0202/50(0130).
Full textAbstract:
Education is the key to development in any society and it is true that the educational institutions in any given society reflect the standard of living and the attitudes towards life of that society. This study presents a spatial framework of public primary schools in Munya Local Government Area of Niger state with the specific objectives of identifying the various public primary schools in the study area, attempt a spatial mapping and distribution pattern of the schools; determine spatial equity and accessibility of pupils to the schools and finally to advance appropriate planning policy measures to resolve the identified problems. The main sources of data for the study are through the primary and secondary sources. The location quotient, distributional equity, Gini co – efficient and P – median techniques were used for data analysis. It is observed that primary school’s provision has surpassed the maximum required in the area. It is therefore recommended that there should be be guided in the sitting of future schools, while maintenance of the existing ones should be pursued to sustain the likely future growth in school’s enrolment. Furthermore, the establishment of future public schools should be based on threshold population in the study area.
43
Al-Qahtani, Mona Faisal, and Salman Yousuf Guraya. "Comparison of the Professionalism Behaviours of Medical Students from Four GCC Universities with Single-gender and Co-educational Learning Climates." Open Nursing Journal 13, no. 1 (November 15, 2019): 193–200. http://dx.doi.org/10.2174/1874434601913010193.
Full textAbstract:
Background: Medical professionalism is a multi-dimensional construct that is viewed differently across institutions. Such variations might be related to diverse cultural and societal characteristics of learners and faculty. Objectives: This study determined whether differences exist between proposed sanctions for a one-time academic integrity infraction associated with unprofessional behaviors. We selected four medical schools with either single-gender or co-educational learning environments in the Gulf Cooperation Council (GCC) countries. Methods: The 34-statement Dundee Polyprofessionalism Inventory I was disseminated to all medical students across years in selected institutions. Descriptive and inferential statistical analyses were conducted, and median scores were used to determine the respondents’ proposed sanctions. Results: Of the 1941 invitees, 1313 students responded (response rate of 68%). Significant similarity, as recorded by median sanction scores was recorded for 21 (62%) of the 34 inventory items from two medical schools. However, significant differences of one level of difference between all the median sanction scores for single-gender and co-educational students were found for 32% of inventory items. In co-educational schools, males were stricter than females for 9% and seniors were stricter than juniors for 12% of the inventory items. In contrast, in single-gender schools, females were stricter than males for only 6% of the inventory and seniors were more lenient than juniors for another 6% of the inventory. Conclusions: This study reports significant congruence and some differences in medical students’ perceptions of unprofessional behaviors. Educators are urged to develop a unified framework for enforcing sanctions to unprofessional behaviors.
44
Jackson, Carolyn, and Moray Bisset. "Gender and school choice: factors influencing parents when choosing single‐sex or co‐educational independent schools for their children." Cambridge Journal of Education 35, no. 2 (June 2005): 195–211. http://dx.doi.org/10.1080/03057640500146856.
Full text
45
Njoka, Johannes Njagi, Perminus Githui, and Lucy Wanjira Ndegwa. "Analysis of Challenges facing ICT integration in managing Public Secondary Schools: A Comparative Study of Day and Boarding Secondary Schools in the South Rift Region, Kenya." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 3, no. 1 (January 28, 2020): 58–66. http://dx.doi.org/10.33258/birci.v3i1.721.
Full textAbstract:
The uptake of information communication technology (ICT) by secondary schools is beset by a complex of challenges that are not clearly understood and documented. In order to facilitate effective and efficient implementation of digitalization in schools in Kenya, there is need to map out the diversity of challenges that bedevil its adoption. The purpose of this study was to analyze the challenges facing integration of information communication technology (ICT) in the operations of public day and boarding secondary schools from the south rift region of Kenya. The objectives of the study were to; assess the challenges facing ICT integration and compare the levels of ICT integration in boys, girls and co-educational secondary schools from the south rift region of Kenya. The study adopted the descriptive survey research design. The target population for the study comprised of all the 141 teachers from the public secondary schools in the south rift region of Kenya enrolled in the Strengthening of Mathematics and Science in Secondary Education (SMASSE) program. The study employed census sampling technique since the target population was small, easily accessible and manageable. Data was collected by means of a questionnaire. Data analysis was conducted using the descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 21.0. The study tested the hypothesis that there was no statistically significant difference in challenges facing integration of ICT in boys, girls and co-educational secondary schools from the south rift region of Kenya. To test this hypothesis the One way Analysis of Variance (ANOVA) statistics was computed which yielded p-value = .000 which was less than the alpha value α > 0.05 indicating that the differences in challenges facing ICT integration in boys, girls and co-educational schools were statistically significant. Therefore the null hypothesis was rejected. This led to the conclusion that challenges facing ICT integration from the three categories of schools were significantly different. From the findings of the study, it is recommended that there is need strengthen in service training of teachers in ICT and perform widespread upgrade of ICT software since these were the most serious challenges that faced integration of ICT in schools.
46
From, Tuuli. "‘We are two languages here.’ The operation of language policies through spatial ideologies and practices in a co-located and a bilingual school." Multilingua 39, no. 6 (November 26, 2020): 663–84. http://dx.doi.org/10.1515/multi-2019-0008.
Full textAbstract:
AbstractInstitutional education traditionally entails a premise of language separation. This article aims to analyse language management through spatial ideologies and practices as interconnected manifestations of language policies. Informed by post-structural theorisation, the analysis draws on ethnographic data produced at a co-located campus of Finnish- and Swedish-speaking monolingual schools in Finland and in a Sweden Finnish bilingual school in Sweden. In Finland, the two national languages, Finnish and Swedish, are separated in institutional education, although some of the monolingual Finnish- and Swedish-speaking schools share school facilities. In Sweden, education in one of the national minority languages, Finnish, is organised mainly in a few Sweden Finnish bilingual schools. The findings indicate that language separation in education is constructed as spatial ideologies and negotiated in the spatial practices of schools. Particularly in the context of Swedish in Finland, a spatial ideology promoting separation as a means for protecting language was reproduced. In Sweden, the protection of Finnish in the bilingual institution was under constant negotiation and embedded in the daily spatial practices rather than articulated as a spatial ideology. Linguistic hierarchies and their connections to national language policies become evident when analysing the spatial orders of educational institutions.
47
Lupart, Judy, and Lorraine Wilgosh. "Undoing Underachievement and Promoting Societal Advancement of Women and Girls." Gifted Education International 12, no. 3 (January 1998): 159–69. http://dx.doi.org/10.1177/026142949801200305.
Full textAbstract:
Yewchuck and Chatterton (1990) found stereotypical attitudes of others the strongest deterrent to career success for women. Wilgosh (1993) also examined how societal expectations of girls influence their failure to realize their full potential, particularly in mathematics and sciences. This paper focuses on undoing underachievement of women and girls. It is about a unique program that brings together training in high school and college-level mathematics and sciences and better linkages between schools, post-secondary institutions and the business community. The program contributes significantly in the preparation of students for skilled, technological occupations in a knowledge-intensive economy. The Shad Valley Program is a co-educational, residential summer program offered to gifted high school students at eight Canadian universities, dedicated to building bridges between industry and education, especially in the areas of science, technology, and entrepreneurship. A fifteen year retrospective study of its applicants and participants will provide direction for schools and businesses in the identification of key personal and educational experiences that contribute to increased levels of science literacy for both male and female students.
48
Michalska, Iwona. "Nauczyciel dla nauczycieli i wychowawców. Michał Friedländer jako popularyzator wiedzy o wychowaniu w latach międzywojennych." Studia Edukacyjne, no. 48 (April 15, 2018): 133–49. http://dx.doi.org/10.14746/se.2018.48.9.
Full textAbstract:
Michał Friedländer (1894-1942/1943?), a doctor of law by education, left his profession very quickly after his studies in Vienna. At the beginning, he conducted intensive educational project in Borysław and then, having moved to Krakow, became a teacher of German and induction to philosophy in the Private Co-Educational Gymnasium of the Jewish Society of Elementary and Secondary Schools [Żydowskie Towarzystwo Szkoły Ludowej i Średniej]. At the same time, he started cooperating with Polish and Jewish pedagogical and social magazines, where he published works dedicated mainly to the didactics of teaching modern languages and the education of children and teenagers. He was also the author of separate volumes and brochures dedicated to those issues. He sometimes also wrote about co-education, reading of children and teenagers, past and modern school reformers, and schools opened abroad as a result of new tendencies in education. He published information on functioning of out-of-school education in various European countries and held radio lectures, organized by the Ministry of Education, on the main assumptions of “new pedagogy”. Although he did not create new theories, his greatest services consisted in propagating thoughts and solutions resulting from various “new education” tendencies. He was probably one of few people in those years who consistently introduced teachers and educators to foreign reformist pedagogical ideas.
49
KITLIŃSKA-KRÓL, Małgorzata. "STRENGTHENING THE EDUCATIONAL POTENTIAL IN PRIMARY SCHOOLS –A PROJECT CO-FINANCED FROM THE EU FUNDS." Scientific Papers of Silesian University of Technology. Organization and Management Series 2019, no. 141 (2019): 147–59. http://dx.doi.org/10.29119/1641-3466.2019.141.11.
Full text
50
Erinosho, Stella Y. "Performance in physics for students in single-sex and co-educational secondary schools in Nigeria." Studies in Educational Evaluation 18, no. 2 (January 1992): 247–52. http://dx.doi.org/10.1016/0191-491x(92)90025-9.
Full text