Relevant bibliographies by topics / Education, Secondary – Cross-cultural studies / Journal articles

Journal articles on the topic 'Education, Secondary – Cross-cultural studies'

To see the other types of publications on this topic, follow the link: Education, Secondary – Cross-cultural studies.
Author: Grafiati
Published: 10 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Education, Secondary – Cross-cultural studies.'

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

Crowe, Frederick E. "Post-Secondary Education." Lonergan Workshop 5, no. 9999 (1985): 109–32. http://dx.doi.org/10.5840/lw19855supplement19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hue, Ming-Tak. "Cross-cultural experiences of immigrant students from Mainland China in Hong Kong secondary schools." Ethnography and Education 3, no. 3 (September 2008): 229–42. http://dx.doi.org/10.1080/17457820802305469.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

TenHouten, Warren D. "Application of Dual Brain Theory to Cross-Cultural Studies of Cognitive Development and Education." Sociological Perspectives 32, no. 2 (June 1989): 153–67. http://dx.doi.org/10.2307/1389094.

Full text
Abstract:
The cognitive structures of children from minority group, poor, rural, aboriginal, or otherwise socially disadvantaged backgrounds are hypothesized to be gestalt-synthetic in mode of thought and field-dependent in cognitive style; cognitive structures of children from dominant, majority, urban, nonaboriginal, or otherwise advantaged backgrounds, to be relatively logical-analytic and field-independent. These cognitive structures are shown by cerebral lateralization theory to have neurophysiological substrates. Individual hemisphericity, the tendency to rely on the resources of the right or left cerebral hemisphere, is interpreted on four distinct levels: performance hemisphericity, hemispheric activation, hemispheric preference (as personality structure), and cognitive style (lateral flexibility). An illustrative comparison of thinking processes of Australian Aborigines and Australian-born whites is developed using primary and secondary data.
APA, Harvard, Vancouver, ISO, and other styles
4

Seginer, Rachel, Gisela Trommsdorff, and Cecilia Essau. "Adolescent Control Beliefs: Cross-cultural Variations of Primary and Secondary Orientations." International Journal of Behavioral Development 16, no. 2 (June 1993): 243–60. http://dx.doi.org/10.1177/016502549301600208.

Full text
Abstract:
This article reports of two studies addressing the meaning of primary and secondary control beliefs for transition to modernity and modern adolescents. Study 1 participants (N = 365) were Malaysian (transition to modernity), and German and North American (modern) adolescents. Study 2 participants ( N = 757) were Israeli Druze (transition to modernity) and Israeli Jewish (modern) adolescents. The control beliefs scales employed in the two studies drew from the primary-secondary control beliefs conceptualisation (Rothbaum, Weisz, & Snyder, 1982), shared a similar Likert-type item structure, but differed in operationalisation. Analyses tested two hypotheses: (1) the value mediation hypothesis postulated that transition to modernity adolescents will score higher on secondary control beliefs and modern adolescents will score higher on primary control beliefs; (2) the double transition hypothesis postulated that transition to modernity adolescents will score higher on both primary and secondary control beliefs. Results supported these hypotheses only partly. However, they did show clearly that transition to modernity adolescents endorsed secondary control beliefs more strongly than did modem adolescents. The discussion focuses on possible explanations of inconsistent results. It also suggests that future research should address two issues brought to light: the adaptive value of primary and secondary control beliefs; and the explanatory value of different control types. Both should be studied in historical, developmental, and cultural contexts.
APA, Harvard, Vancouver, ISO, and other styles
5

Estivalèzes, Mireille. "The Role of Religious Studies in French Secondary Education." NTT Journal for Theology and the Study of Religion 61, no. 4 (November 18, 2007): 343–52. http://dx.doi.org/10.5117/ntt2007.61.343.esti.

Full text
Abstract:
Abstract Despite the fact that there is no religious education in public secondary schools in France, there is a twenty-year-old public debate on the lack of religious knowledge among pupils and the need to provide them with more information to help them understand their cultural heritage and the multireligious societies they live in. What is the context of laïcité at school? What are the issues in religious education? How are religions taught? What is the place of religious studies at university and is it useful in teacher training? What are the practical difficulties of such teaching?
APA, Harvard, Vancouver, ISO, and other styles
6

Ghemigian, A., I. Popescu, E. Petrova, and A. Buruiană. "Endocrine secondary hypertension." Romanian Medical Journal 62, no. 3 (September 30, 2015): 222–28. http://dx.doi.org/10.37897/rmj.2015.3.2.

Full text
Abstract:
The need to evaluate patients for secondary hypertension is common in clinical practice. Suspicion of endocrine hypertension occurs when the disease starts suddenly at young age, in cases with loss of blood pressure control in a patient with previously well-controlled blood pressure or labile blood pressure cases. Careful medical history and physical examination are very important to rule out other factors responsible for these patterns of hypertension (certain medications, alcohol, lack of compliance to treatment or dietary salt restriction, panic attacks etc). Pheochromocytoma and Cushing syndrome – the major endocrine diseases associated with secondary hypertension – are rare in clinical practice. Instead, primary hyperaldosteronism is becoming more frequently identified. It can go unnoticed because of nonspecific clinical presentation and of the fact that hypokalaemia, classically described, is actually rare in practice.
APA, Harvard, Vancouver, ISO, and other styles
7

Andreassen, Bengt-Ove. "Religion Education in Norway: Tension or Harmony between Human Rights and Christian Cultural Heritage?" Temenos - Nordic Journal of Comparative Religion 49, no. 2 (January 23, 2014): 137–64. http://dx.doi.org/10.33356/temenos.9544.

Full text
Abstract:
Both research and public and scholarly debate on religious education (RE) in Norway have mostly revolved around the subject in primary and secondary school called Christianity, Religion and Ethics (KRL) (later renamed Religion, Philosophies of Life and Ethics, RLE), not least due to the criticisms raised by the UN’s Human Rights Committee in 2004 and the European Court of Human Rights (ECHR) in 2007 of the Norwegian model for RE in primary and secondary schools. The RE subject in upper secondary school, however, is hardly ever mentioned. The same applies to teacher education. This article therefore aims at providing some insight into how RE has developed in the Norwegian educational system overall, ranging from primary and secondary to upper secondary and including the different forms of teacher education.
APA, Harvard, Vancouver, ISO, and other styles
8

Soriano-Ayala, Encarna, and Manuel José López-Martínez. "Mass media and intercultural education at Secondary School." Comunicar 10, no. 20 (March 1, 2003): 69–77. http://dx.doi.org/10.3916/c20-2003-10.

Full text
Abstract:
The effective recognition of an intercultural social framework in a democratic society can be achieved through the use of mass media in the teaching and learning process. Thus taking advantage of both new technologies and mass media in the ESO classroom mEl reconocimiento efectivo de un marco social intercultural, en una sociedad democrática, se puede lograr a través del uso crítico de los medios de comunicación en el proceso de enseñanza y aprendizaje. El aprovechamiento de las nuevas tecnologías y los medios de comunicación en la Educación Secundaria se convierte en una excelente oportunidad para interpretar una realidad cultural con toda su complejidad. Es un reto para la educación pública la consolidación de unos valores que favorezcan la construcción de una ciudadanía intercultural.
APA, Harvard, Vancouver, ISO, and other styles
9

PANTIUK, Mykola, Liliya STAKHIV, Vasyl STAKHIV, and Suzanna VOLOSHIN. "Environmental education among students in general secondary education institutions according to the ecocentric paradigm." Humanities science current issues 2, no. 49 (2022): 132–38. http://dx.doi.org/10.24919/2308-4863/49-2-22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Adams, Britt, Tammy Schellens, and Martin Valcke. "Promoting adolescents’ moral advertising literacy in Secondary Education." Comunicar 25, no. 52 (July 1, 2017): 93–103. http://dx.doi.org/10.3916/c52-2017-09.

Full text
Abstract:
Minors are daily confronted with advertisements, which are occasionally controversial. In order to promote adolescents’ moral advertising literacy, this intervention study explores how to stimulate secondary education students’ knowledge on advertising law and their moral judgement of advertisements. Because a lot of new ?especially online? advertising formats have arisen during the last years, 191 students from 12 classes were randomly assigned to either a no tablet condition or a tablet condition (to raise authenticity of learning material). The results show that students who use tablet devices perform less well on a post-test about advertising law. Regarding adolescents’ moral judgement of advertisements, thematic analyses reveal that especially the use of nudity and feminine beauty are labelled as contentious in both conditions, because of, inter alia, the negative effects for adolescent girls’ self-image and the desire to lose weight. After the intervention, the tablet condition has proven to be more effective in promoting critical thinking about nudity/feminine beauty in advertisements. However, none of the conditions did provide evidence that a critical attitude towards alcohol advertising is encouraged. In this regard, implications for future research in the context of advertising literacy education are discussed. Los menores de edad se enfrentan diariamente a anuncios que pueden resultar polémicos. Con el fin de promover la alfabetización ética en publicidad en los adolescentes, este estudio explora cómo estimular el conocimiento de los estudiantes de Educación Secundaria acerca de la ley de publicidad y su juicio moral hacia los anuncios. A raíz de los formatos de publicidad ?especialmente online– que han surgido en los últimos años, 191 estudiantes de 12 clases fueron asignados aleatoriamente a una de estas condiciones: uso o no uso de tablets (para aumentar la autenticidad del material de aprendizaje). Los resultados muestran que el desempeño en el post-test sobre la ley de publicidad de los estudiantes que usaron tablet es peor. En cuanto al juicio moral de los adolescentes sobre los anuncios, el análisis temático revela que especialmente el uso de la desnudez y la belleza femenina resultan polémicos en ambas condiciones, debido, entre otros motivos, a los efectos negativos para la autoestima de las adolescentes y al deseo de perder peso. Tras la intervención, el uso de tablets ha demostrado ser más eficaz para promover el pensamiento crítico hacia la desnudez y la belleza femenina en los anuncios. Sin embargo, no se hallaron evidencias de que alguna de las dos condiciones favorezca el desarrollo de una actitud crítica hacia la publicidad del alcohol. En este sentido, se plantean futuras líneas de investigación en el contexto de la alfabetización publicitaria.
APA, Harvard, Vancouver, ISO, and other styles
11

Φέρμελη, Γ., and Α. Μαρκοπούλου-Διακαντώνη. "GEOSCIENCES IN THE CURICULLA AND STUDENTS BOOKS IN SECONDARY EDUCATION." Bulletin of the Geological Society of Greece 36, no. 2 (July 23, 2018): 639. http://dx.doi.org/10.12681/bgsg.16769.

Full text
Abstract:
Geology does not exist, from 1997, as an independent discipline in greek secondary education. Geological subjects included in curriculum of "Geology-Geography" lesson in 1s t and 2n d grades of Junior High School as well geological issues included in optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management". There are three ways to introduce geosciences in Greek educational system: a)Through "Geology- geography" lesson and cross-thematic projects that suggested from cross-thematic curriculum and «Flexible zone» in Junior High School, b)Through optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management", and c)Through Environmental education projects in Junior High School and Lyceum.
APA, Harvard, Vancouver, ISO, and other styles
12

SHVETS, Tetiana. "Foreign experience of peer tutoring in the secondary education system." Humanities science current issues, no. 50 (2022): 439–44. http://dx.doi.org/10.24919/2308-4863/50-69.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Pérez, Amparo, Genoveva Ramos, and Emelina López. "Classroom social climate: Differentiated perception of compulsory secondary education students." Cultura y Educación 22, no. 3 (October 1, 2010): 259–81. http://dx.doi.org/10.1174/113564010792929957.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Etxeberria, Felix, Hilario Murua, Elisabet Arrieta, Joxe Garmendia, and Juan Etxeberria. "Prejudices against immigrants in secondary school." Intercultural Education 26, no. 5 (September 3, 2015): 339–60. http://dx.doi.org/10.1080/14675986.2015.1093369.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Leung, Yan Wing, Timothy Wai Wa Yuen, and Yiu Kwong Chong. "School‐based human rights education: case studies in Hong Kong secondary schools." Intercultural Education 22, no. 2 (April 2011): 145–62. http://dx.doi.org/10.1080/14675986.2011.567072.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Sándorová, Zuzana. "Developing Intercultural Competence at Slovak Secondary Schools." Journal of Intercultural Communication 21, no. 3 (July 12, 2022): 1–13. http://dx.doi.org/10.36923/jicc.v21i3.17.

Full text
Abstract:
The importance of developing intercultural competence as one of the key competences in today’s rapidly changing and multicultural society has been spoken of often. The requirement of preparing interculturally competent communicators has therefore become one of the goals of today’s foreign language education. The aim of the present paper is to shed light on the practice of fostering intercultural skills in teaching English as a foreign language at Slovak secondary schools. The findings of the research, including observations of lessons, interviews with teachers, as well as analysis of teaching materials, reveals that the development of intercultural competence is still not integrated into foreign language education in Slovakia.
APA, Harvard, Vancouver, ISO, and other styles
17

Moreno-Guerrero, Antonio-José, Rebeca Soler-Costa, José-Antonio Marín-Marín, and Jesús López-Belmonte. "Flipped learning and good teaching practices in secondary education." Comunicar 29, no. 68 (July 1, 2021): 107–17. http://dx.doi.org/10.3916/c68-2021-09.

Full text
Abstract:
Flipped learning is a didactic method that requires the teacher to have a series of competences for its application. The aim of this research is to analyse the abilities of Spanish teachers of Compulsory Secondary Education (CSE) to develop good practices in flipped learning and to discover the factors which influence the development of good practices in these teachers. The research method is based on a quantitative methodology with a descriptive and correlational design. A total of 1,743 teachers in Spain participated in the study. The instrument used was the Flipped Classroom Teacher Scale (FCTS) questionnaire. The results show that 758 teachers, less than half the teachers surveyed, show competences to adequately develop a methodology based on flipped learning, where age, use of information and communication technologies (ICTs) in education, time spent using them in the personal sphere, number of devices and teaching experience have an influence on the application of the method. The conclusion reached is that there is a linear relationship between institutional support, technological self-efficacy, teaching beliefs and teaching strategies for the development of good practices in flipped learning in the teachers analysed, so these factors are postulated as conditioning factors. El flipped learning se considera un método didáctico en el que el docente requiere de una serie de competencias para su aplicación. El objetivo de esta investigación es analizar las capacidades para desarrollar buenas prácticas sobre flipped learning en docentes españoles de Educación Secundaria Obligatoria (ESO) y descubrir los factores que influyen en el desarrollo de buenas prácticas en dichos docentes. El método de investigación se fundamenta en una metodología cuantitativa, con un diseño de tipo descriptivo y correlacional. En el estudio participaron 1.743 docentes del territorio español. El instrumento usado es el cuestionario Flipped Classroom Teacher Scale (FCTS). Los resultados muestran que menos de la mitad de los docentes encuestados revelan competencias para desarrollar de forma adecuada una metodología fundamentada en el flipped learning, concretamente 758 docentes, donde la edad, el uso de las tecnologías de la información y comunicación (TIC) en el ámbito educativo, el tiempo de uso de las mismas en el ámbito personal, el número de dispositivos y la experiencia docente influyen en la aplicación del método. Se concluye que existe una relación lineal entre el apoyo institucional, la autoeficacia tecnológica, las creencias docentes y las estrategias de enseñanza para el desarrollo de buenas prácticas con flipped learning en el profesorado analizado, por lo que se postulan como factores condicionantes.
APA, Harvard, Vancouver, ISO, and other styles
18

Fančovičová, Jana, and Pavol Prokop. "EXAMINING SECONDARY SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT THE HUMAN BODY: CORRELATIONS BETWEEN THE METHODS OF DRAWING AND OPEN-ENDED QUESTIONS." Journal of Baltic Science Education 18, no. 4 (August 3, 2019): 549–57. http://dx.doi.org/10.33225/jbse/19.18.549.

Full text
Abstract:
Students of various age groups manifest numerous explanations that differ from what is known to be scientifically correct. Misconceptions about the human body are one of the best studied areas of students’ understanding of scientific phenomena. To explore misconceptions, researchers have at their disposal various methods which can lead to different results. In order to find an effective, cheap and representative diagnostic instrument, correlations between scores obtained by open-ended questions and drawings on the example of the human circulatory system were examined. Open-ended questions provide a more complete understanding of student learning but are harder to evaluate objectively in comparison with drawings, particularly in cross-cultural research. Correlations among scores obtained by these two methods in the present research were moderate, which suggests that drawings reflect students’ understanding of the circulatory system, albeit not perfectly. Although drawings probably never provide a complete understanding of children’s ideas about science, this cheap and time effective method is recommended particularly in cross-cultural research, where standard, comparable conditions are hard to achieve. Keywords: circulatory system, human heart, human body, students’ ideas.
APA, Harvard, Vancouver, ISO, and other styles
19

TVERDOKHLIB, Tetiana, and Nataliia SKRYPNYK. "Academic integrity in the context of civic education of students in higher and general secondary education." Humanities science current issues 3, no. 38 (2021): 168–73. http://dx.doi.org/10.24919/2308-4863/38-3-29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Stockdale, Fiona. "Finding Voice: Debating in Secondary School English." Changing English 27, no. 3 (June 22, 2020): 285–94. http://dx.doi.org/10.1080/1358684x.2020.1777532.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Vidal-Albelda, Borja, and Vladimir E. Martínez-Bello. "Representation of bodies with and without disabilities in secondary school physical education textbooks." Sport in Society 20, no. 7 (August 23, 2016): 957–68. http://dx.doi.org/10.1080/17430437.2016.1221937.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Poljak Istenič, Saša. "How to Raise an Entrepreneur? Fostering Entrepreneurship in Slovenian Secondary Education." Studia ethnologica Croatica 33 (2021): 43–67. http://dx.doi.org/10.17234/sec.33.2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Dillon, Deborah R., David G. O'Brien, Elizabeth B. Moje, and Roger A. Stewart. "Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies." Journal of Research in Science Teaching 31, no. 4 (April 1994): 345–62. http://dx.doi.org/10.1002/tea.3660310405.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Coelho, Patrícia Margarida Farias, Marcos Rogério Martins Costa, and Rodrigo Otávio dos Santos. "EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD." Cadernos de Pesquisa 49, no. 173 (September 2019): 156–81. http://dx.doi.org/10.1590/198053146172.

Full text
Abstract:
Abstract This article investigates the use of Wattpad application, launched in 2006, in upper secondary Portuguese language classes as an educational tool for reading and writing texts. This study has two objectives: (i) to present the main usability characteristics of Wattpad and (ii) to propose possible implementation actions of the application as a didactic-pedagogical tool in upper secondary education. To this end, we present a case study in which we assessed the first and the latest written productions on Wattpad platform of 22 sutdents aged 15 to 17 years, attending the 1st year of upper secondary education in the same classroom of São Paulo state education system.
APA, Harvard, Vancouver, ISO, and other styles
25

Brady, Monica. "The Role of Play in Secondary English Classrooms." Changing English 25, no. 3 (July 3, 2018): 221–32. http://dx.doi.org/10.1080/1358684x.2018.1480894.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Mitchell, Richard C., and Shannon A. Moore. "Muse, Ruse, Subterfuge: TransdisciplinaryPraxisin Ontario's Post-Secondary Bricolage?" Review of Education, Pedagogy, and Cultural Studies 37, no. 5 (October 20, 2015): 393–413. http://dx.doi.org/10.1080/10714413.2015.1091257.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Harju-Autti, Raisa, and Hanna-Maija Sinkkonen. "Supporting Finnish Language Learners in Basic Education: Teachers' Views." International Journal of Multicultural Education 22, no. 1 (April 11, 2020): 53. http://dx.doi.org/10.18251/ijme.v22i1.2077.

Full text
Abstract:
This paper sheds light on linguistic support concerning the language of schooling in multilingual classrooms in Finnish lower secondary education. We ask how the teachers consider knowing their students, what the needs in linguistic and academic support are, and how the needs are met. The data were collected from teachers in eight lower secondary schools in different parts of Finland. The findings show that the means to scaffold Finnish language learners are still in the development phase as there are no uniform ways to support students with an immigrant background in Finnish basic education.
APA, Harvard, Vancouver, ISO, and other styles
28

Yuen, Celeste Yuet-Mui. "Towards inclusion of cross-boundary students from Mainland China in educational policies and practices in Hong Kong." Education, Citizenship and Social Justice 6, no. 3 (October 27, 2011): 251–64. http://dx.doi.org/10.1177/1746197911417416.

Full text
Abstract:
Every society has an obligation to provide quality education to children regardless of their socio-economic and cultural backgrounds. The number of cross-boundary students (CBS) from Mainland China in Hong Kong schools is increasing. This article reviews educational policy and provision for educating CBS, presenting data from an empirical study. Data from three school-based case studies (pre-primary, primary and secondary) reveal an absence of systematic school-based policy or provision for newcomers. This article draws on the UN Convention on the Rights of the Child to review educational practices with regard to CBS populations. Despite the rapid growth in numbers of CBS, the case studies suggest that Hong Kong regional government’s policies fail to meet students’ transitional needs or guarantee their rights. There remains a serious policy gap that is left to schools and teachers to address as best they can. The article concludes by discussing implications for policy making and teacher professional development.
APA, Harvard, Vancouver, ISO, and other styles
29

Sunal, Cynthia Szymanski, Dennis W. Sunal, Ruqayyatu Rufai, Ahmed Inuwa, and Mary E. Haas. "Perceptions of Unequal Access to Primary and Secondary Education: Findings from Nigeria." African Studies Review 46, no. 1 (April 2003): 93. http://dx.doi.org/10.2307/1514982.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Latifah, Siti Sangadatul, Moh Arif Mahbub, and Ismaili Ismaili. "The practices of English in Indonesian secondary education: A sequential explanatory study." Journal of Research on English and Language Learning (J-REaLL) 3, no. 1 (February 25, 2022): 43. http://dx.doi.org/10.33474/j-reall.v3i1.14237.

Full text
Abstract:
A growing body of literature on need analysis research has been carried out in indifference areas in various countries around the world. However, need analysis study in Indonesian vocational settings situated in marketing programs is still in its infancy. This article aimed at exploring participants’ angles toward the participants’ ESP Target Needs in the marketing program at a private Vocational High School (VHS) in East Java, Indonesia. By adapting Hutchinson & Waters' (1987) frameworks, this sequential explanatory mixed-methods (Creswell, 2014, 2018) employed a web-based questionnaire and a series of semi-structured interviews as the instruments. A web-based questionnaire consisting of 9 items: 2 items asking about wants, 2 items asking about necessities, and 5 items asking about lacks was administered to 15 participants who consented to take part in the recent study. Additionally, there were 3 areas of a series of semi-structured interviews exploring participants’ and the English teachers’ feelings about their wants, necessities, and lacks. A descriptive statistical method using SPSS v.25 was used to analyze the quantitative data, whereas thematic analysis proposed by Widodo (2014) was employed to analyze the qualitative data. The findings indicated that there were various perceptions related to their English target needs. Conclusions, limitations, and recommendations were then discussed.Keywords: English specific purposes (ESP); marketing program; need analysis; target needs; vocational high school (VHS)
APA, Harvard, Vancouver, ISO, and other styles
31

BONDARENKO, Victoria, Artem TSOMKALO, and Gennadiy SHYSHKIN. "Fundamentals of nanophysics and nanotechnologies in secondary and higher pedagogical education institutions." Humanities science current issues 1, no. 43 (2021): 198–204. http://dx.doi.org/10.24919/2308-4863/43-1-29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Sekere, Bihela. "Secondary Education for San Students in Botswana: A New Xade Case Study." Diaspora, Indigenous, and Minority Education 5, no. 2 (April 13, 2011): 76–87. http://dx.doi.org/10.1080/15595692.2011.559772.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

KUCHERENKO, Alla. "Infommedia literacy formation in history lessons at secondary school." Humanities science current issues 1, no. 42 (2021): 312–17. http://dx.doi.org/10.24919/2308-4863/42-1-44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Cantwell, Joanna. "ConstructingMacbeth: Text and Framing in a Secondary Urban Classroom." Changing English 21, no. 1 (January 2, 2014): 24–31. http://dx.doi.org/10.1080/1358684x.2013.875746.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Lodge, Wilton George. "‘What’s in a name? The power of the English language in secondary school science education’." Cultural Studies of Science Education 15, no. 1 (June 4, 2019): 287–301. http://dx.doi.org/10.1007/s11422-019-09941-y.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

HUANG, GARY G., and STANLEY S. WENG. "Minority Post‐secondary Education Attendance, High School Desegregation, and Student Characteristics." Race Ethnicity and Education 1, no. 2 (October 1998): 241–65. http://dx.doi.org/10.1080/1361332980010207.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Anselme, Marina L., and Catriona Hands. "Access to Secondary and Tertiary Education for All Refugees: Steps and Challenges to Overcome." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 89–96. http://dx.doi.org/10.25071/1920-7336.34725.

Full text
Abstract:
During situations of displacement, access for refugee youth to secondary educational initiatives is limited at best. However, upon the return of refugees, the national structure of their home country is most often weak and unstable. To ensure the economic, social, and political development of a society that has been severely affected by conflict or disaster, it is imperative that there be a youth population of capable, productive, and educated citizens who may provide an exit strategy from the situation. Future leaders must therefore be given the opportunity to promote the development both of themselves personally, and of their national structures, through learning—notably, secondary, vocational, and tertiary education. This paper underscores the need for and gaps in the provision of secondary educational initiatives, highlighting the many challenges involved in improving refugee youth access to both secondary and vocational education, and highlighting the issues that must be considered by policy and decision makers in order to facilitate and support such access.
APA, Harvard, Vancouver, ISO, and other styles
38

Rincón, Velia, and Leah Hollis. "Cultural code-Switching and Chicana/O post-secondary student persistence: A hermeneutic phenomenological analysis." Journal of Latinos and Education 19, no. 3 (July 24, 2018): 232–45. http://dx.doi.org/10.1080/15348431.2018.1499516.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Lambert, Kirsten, Peter R. Wright, Jan Currie, and Robin Pascoe. "Data-Driven Performativity: Neoliberalism's Impact on Drama Education in Western Australian Secondary Schools." Review of Education, Pedagogy, and Cultural Studies 37, no. 5 (October 20, 2015): 460–75. http://dx.doi.org/10.1080/10714413.2015.1091260.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

OSWALD, Dr RUDAHIGWA. "FACTORS AFFECTING JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS IN RWANDA." International Journal of Social Sciences and Management Review 05, no. 04 (2022): 26–46. http://dx.doi.org/10.37602/ijssmr.2022.5403.

Full text
Abstract:
The purpose of this study was to determine the factors affecting the job satisfaction of teachers in secondary schools in Rwanda. The selected demographic factor, monetary incentives, and non-monetary incentives as independent variables were studied to if they influence the job satisfaction of secondary school teachers as the dependent variables. Statistical findings revealed a significant correlation at the level of 0.01of the relationship between the demographic factors and job satisfaction among secondary school teachers with various variables such as age, gender, and qualification fully involved in job satisfaction among secondary school teachers with a coefficient of 0.837. Monetary incentives were ranked as an important factor towards job satisfaction, the results indicated that there was a number of significance strong positive correlation between variables where factors like salary, taking up more responsibilities and boosting their social status, Bonuses, Contests, Profit Sharing, with coefficient 0.868, 0.854, 0.849, 0.835 respectively. Lastly, the study finds that non-monetary incentives play a significant role in the perception of the employee regarding the reward climate in the workplace and job satisfaction indicated by the nature of the job, interpersonal relationships, and additional life insurance with a coefficient of 0.868, 0.854, and 0.849 respectively. It is concluded that in the secondary school context of Rwanda; demographic factors, monetary incentives, and non-monetary incentives are much necessary for high employee engagement and have a positive impact on job satisfaction among secondary school teachers. The study recommended that School managers need to create a working environment with good interpersonal relationships and provide secondary school teachers with workshops, training, positive relationships with the principal, students and parents need to be nurtured and improved, and seminars on how to improve on their profession. Teachers’ salaries should be reviewed to enhance teachers’ job satisfaction.
APA, Harvard, Vancouver, ISO, and other styles
41

Fan, Nengwei, and Qin Liu. "Vocabulary Research of English Textbooks for Primary and Secondary Schools." Journal for the Study of English Linguistics 10, no. 1 (May 29, 2022): 13. http://dx.doi.org/10.5296/jsel.v10i1.19909.

Full text
Abstract:
Vocabulary is the foundation of language and plays an important role in language learning. Vocabulary teaching has been paid more and more attention at home and abroad.Whether the vocabulary of English textbooks for primary and secondary schools can meet students' learning and information exchange needs is a question worth exploring.This paper analyzes the vocabulary of English textbooks for primary and secondary schools and shows their usage and coverage in different real language communication activities, which provides statistical reference for the selection and revision of English textbooks for primary and secondary schools in the future.
APA, Harvard, Vancouver, ISO, and other styles
42

Coltuc, Radu-Valentin, Mihai Cezar Popescu, and Victor Stoica. "Statins, an important tool in primary and secondary cardiovascular prevention." Romanian Medical Journal 63, no. 1 (March 31, 2016): 12–16. http://dx.doi.org/10.37897/rmj.2016.1.3.

Full text
Abstract:
Among the major cardiovascular risk factors an important place is occupied by dyslipidemia. There is clear evidence that increased serum total cholesterol and low density fraction of cholesterol (LDLc) are associated with increased risk of coronary and cerebrovascular events. The therapeutic intervention on hyperlipidemia improves cardiovascular morbi-mortality. The most important class of drugs used in the last three decades to lower cholesterol is represented by HMG-CoA reductase inhibitors, generically called statins. Their benefit, regarding cardiovascular diseases, has been proven both in primary and in the secondary prevention. With a good tolerability and a good safety profile, statins remain the first line choice in dyslipidemic and even in normolipidemic patients, but with an increased risk of cardiovascular events.
APA, Harvard, Vancouver, ISO, and other styles
43

SENCHYNA, Natalia. "Organization of reflective activities of students in modern secondary school." Humanities science current issues 3, no. 43 (2021): 195–200. http://dx.doi.org/10.24919/2308-4863/43-3-32.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Duck, Paul. "‘An Invested Interest in Language’: Literary Practice in Secondary Classrooms." Changing English 26, no. 2 (March 18, 2019): 117–36. http://dx.doi.org/10.1080/1358684x.2019.1584849.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Llewellyn, Kristina R. "Performing Post-War Citizenship: Women Teachers in Toronto Secondary Schools." Review of Education, Pedagogy, and Cultural Studies 28, no. 3-4 (December 2006): 309–24. http://dx.doi.org/10.1080/10714410600873217.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Carter, Laura. "‘Experimental’ secondary modern education in Britain, 1948–1958." Cultural and Social History 13, no. 1 (January 2, 2016): 23–41. http://dx.doi.org/10.1080/14780038.2015.1088710.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Rueda, Claudia. "¡A La Huelga! Secondary Students, School Strikes, and the Power of Educational Activism in 1970s Nicaragua." Americas 77, no. 4 (October 2020): 601–31. http://dx.doi.org/10.1017/tam.2020.3.

Full text
Abstract:
ABSTRACTThe year 1976 was a violent one in Nicaragua. In an effort to quash the Sandinista guerrillas, the dictator Anastasio Somoza Debayle had declared a state of siege, suspending constitutional guarantees, muzzling the press, and unleashing the Guardia Nacional. Despite the dangers of dissent, thousands of students across the country walked off their secondary school campuses that year to protest poor funding, inept teachers, and oppressive administrators. This article examines this series of strikes to uncover the ways in which teenagers managed to organize their schools and communities in spite of the repression that marked the final years of the Somoza regime. Analyzing student documents, Ministry of Education records, and newspaper reports, this article argues that in the context of a decades-long dictatorship, student demands for more democratic schools opened a relatively safe pathway for cross-generational activism that forced concessions from the Somoza regime. By the 1970s, secondary schools had come to reflect the state's authoritarianism and mismanagement, and widespread educational deficiencies brought students and parents together in a joint project to demand better schools. Battles over the quality of education, thus, showcased the power of an organized citizenry and laid the groundwork for the revolutionary mobilizations that were to come.
APA, Harvard, Vancouver, ISO, and other styles
48

KOSTENKO, Larysa, and Tetyana OKOLNYCHA. "Aesthetic education of students of secondary education institutions in extracurricular activities in Henderson Guberniya (second half of XIX – early XXI)." Humanities science current issues, no. 51 (2022): 564–69. http://dx.doi.org/10.24919/2308-4863/51-85.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Dryden-Peterson, Sarah. "The Politics of Higher Education for Refugees in a Global Movement for Primary Education." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 10–18. http://dx.doi.org/10.25071/1920-7336.34718.

Full text
Abstract:
In the context of Education for All (EFA) and the Millennium Development Goals (MDG), global movements for expanded access to education have focused on primary education. In refugee situations, where one-quarter of refugees do not have access to primary school and two-thirds do not have access to secondary school, donors and agencies resist supporting higher education with arguments that, at great cost, it stands to benefit a small and elite group. At the same time, refugees are clear that progression to higher levels of education is integrally connected with their future livelihoods and future stability for their regions of origin. This paper examines where higher education fits within a broader framework of refugee education and the politics of its provision, with attention to the policies and priorities of UN agencies, NGOs, national governments, and refugees themselves.
APA, Harvard, Vancouver, ISO, and other styles
50

KUSHPIT, Uliana. "Training teachers of secondary and vocational schools to provide integrated learning." Humanities science current issues 3, no. 47 (2022): 176–80. http://dx.doi.org/10.24919/2308-4863/47-3-28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Education, Secondary – Cross-cultural studies' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography