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Relevant bibliographies by topics / Open space secondary schools

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Academic literature on the topic 'Open space secondary schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Open space secondary schools"

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Bjønness, Birgitte, and Stein Dankert Kolstø. "Scaffolding open inquiry: How a teacher provides students with structure and space." Nordic Studies in Science Education 11, no. 3 (November 2, 2015): 223–37. http://dx.doi.org/10.5617/nordina.878.

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The present case study examines a teacher’s scaffolding strategies supporting his students during a twelve-week open inquiry project at an upper secondary school. We use interaction analysis to identify how he provides structure and space in the different phases of open inquiry as well as how it constitutes the students’ inquiry process. The study reveals that the teacher scaffolded this open inquiry in two opposing ways; he created space for the students to make their own experiences and ideas, which eventually set up the need for more directed scaffolding to discuss the challenges students experienced, and directing students’ ideas in certain directions in phases with structure. We suggest that the interplay between structure and space creates what can be seen as a driving force providing both exploration and direction for open inquiry. Moreover, we propose that the dual concept of ‘structure and space’ can work as a thinking tool to promote teachers’ competence on how to scaffold more authentic versions of scientific inquiry in schools.

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Kulegel, Selin, and Unsal Umdu Topsakal. "Secondary School Students’ Perceptions About Space Camp: Space Camp Turkey." Journal of Education and Learning 9, no. 3 (May 28, 2020): 154. http://dx.doi.org/10.5539/jel.v9n3p154.

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The aim of this research is to investigate the effects of outdoor learning environments such as space camp on the perceptions of secondary school students about astronomy, career choices, and development of 21st century skills. Izmir space camp trip was organized in 2019. Qualitative study was conducted with secondary school 5th grade students attending the space camp (N = 24). Semi-structured interview form, focus group interview, space camp evaluation form and researcher observation notes were used as data collection tools. Data analysis was evaluated with content analysis and open coding. Students participated in the program of stars and planets adventure. In this program, the participants had the opportunity to use astronaut training simulators that give the feeling of living and working in space, to perform simulated shuttle missions, to learn new information from experts in the field and to get more detailed information about the professions. At the end of the study, it was revealed that out of school learning environments such as space camps had a positive effect on students. As a result of the study, it has been observed that the students perform their duties in a team collaboration in shuttle mission and develop their critical, questioning and thinking skills by experiencing the discussions about the subject with the experts. In addition, the misconception about Pluto was also determined.

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Can, Sendil, and Meryem Gorecek Baybars. "Secondary School Students’ Mental Models Regarding the Space." Journal of Education and Learning 7, no. 4 (May 15, 2018): 122. http://dx.doi.org/10.5539/jel.v7n4p122.

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This study was carried out to reveal the mental models of the secondary school students from different grade levels regarding the concept of space. At the same time, within the context of the study, it was aimed to determine the factors playing a role in the construction of their concepts of space. The study employed the special case study design, one of the descriptive methods. The study was conducted in the spring term of the 2016-2017 school year and the sampling of the study is comprised of the students attending a private secondary school in a city located in the western region of Turkey. In the study, a data collection tool including four open-ended questions developed by the researchers to determine the students’ mental models of the “space” was used. The collected data were analyzed by using descriptive statistical techniques. The findings of the study have revealed that the students mostly associate the concept of the space with the concepts of emptiness (53 students), infinity (50 students), planet (48 students) and star (28 students). These findings are also supported by the students’ drawings and the Celestial Bodies Mental Model was found to be the model most frequently used by the students.

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Irugalbandara, Ayomi, Rebecca English, and Marilyn Campbell. "Classroom Space and Creative Student Engagement: A Focus on the Sri Lankan Drama Classroom." World Studies in Education 21, no. 2 (September 1, 2021): 45–57. http://dx.doi.org/10.7459/wse/21.2.04.

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Effective drama teaching and learning needs physical space: space for performance, expression, interaction and exploration. However, the Sri Lankan classroom environment remains largely unexplored in terms of investigating the relationship between the physical classroom environment and the teaching and learning of drama when process drama is the method of instruction. This article is based on the findings of a non-randomised control group intervention study, which involved forty classroom observations in secondary schools in Sri Lanka. The observations showed that students who were able to use the school’s open-air theatre for the entire intervention period engaged in far more collaborative, energetic, performative and creative behaviours than other classes who were in a confined classroom space with desks and chairs crammed closely together. Implications for the teaching of drama by different methods are discussed in the Sri Lankan context.

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Williams Olatunji, Rotimi, and Noeem Taiwo Thanny. "Availability and adequacy of WASH facilities in secondary schools in Lagos State, Nigeria." E3S Web of Conferences 211 (2020): 01023. http://dx.doi.org/10.1051/e3sconf/202021101023.

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The curtailment of infectious diseases is facilitated through observance of good hand hygiene, a habit which tends to be low less observed in developing countries. This paper investigated the level of availability and adequacy of water, sanitation and hygiene (WASH) materials in secondary schools in Lagos State, Nigeria. The sample size is made up of 620 respondents, selected through a combination of purposive, stratified, and simple random sampling methods. Research instruments adopted included questionnaires, focus group discussion guide, document observation, and unobtrusive observation. Quantitative data were analyzed through the Statistical Package for Social Sciences (SPSS). The study showed that the majority of the respondents (87.4%) admitted that the most typical type of toilet facility is a water closet, followed by pit latrine (13.7%) and open space (1.6%) for defecation. A majority of the respondents considered the provision of a wash hand basin as grossly inadequate. Therefore, researchers recommended improvement of structures, facilities, and materials relating to WASH in schools across Lagos State, Nigeria.

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Jákli, Eszter. "Environmental educational potentials on school grounds in Budapest." Landscape & Environment 12, no. 1 (December 31, 2018): 23–30. http://dx.doi.org/10.21120/le/12/1/3.

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As nature and greenspaces in urban areas are agreed to enhance children’s appreciation towards natureand so the purposes of environmental education, it is of high importance to create spaces in and aroundschools that allow students to connect to nature on a daily basis. The aim of the study was to analysefunctions and other components supporting environmental education appear in the open spaces ofschool grounds in Budapest, and to understand the main characteristics of school grounds with thehighest potential in environmental education. The study points out that the presence of environmentaleducational functions often depends on the size, urban context and location of the school grounds,however the curriculum of the school does not necessarily influence its open spaces, while the presenceof motivated and engaged teachers does. The study reveals environmental educational functions doexist in school grounds of primary schools in Budapest, however they play only secondary role behindactive movement and play functions. The schools with the best potentials in environmental educationare without doubt the ones situated on large plots in the suburban zone, mostly with a high proportionof green spaces in and around the school grounds.

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Mete, Filiz, Serife Buyukkose, Ozlem Cakir, and Ummugulsum Candeger. "Graphic representation of open and distance education history." Global Journal of Information Technology: Emerging Technologies 7, no. 3 (December 24, 2017): 92–98. http://dx.doi.org/10.18844/gjit.v7i3.2831.

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Nowadays, learning and instruction take place independent of time and space through the distance education system,wherein courses are conducted completely online through network technologies using interactive video -based instructional materials. This study examines the open and distance education system that was a part of the history of education in the Turkish republic first at universities, and then in high sch ools and secondary schools. It is aimed to narrate the history of open and distance education using graph theory trees in order to provide a better understanding of this process. Within this context, the project YAYÇEP may be mentioned. Historical developments can be narrated in a chronological order through graph theory trees, and this makes it possible to see the big picture. Open and distance education is discussed, historical information is given and, finally, a graph theory tree drawn using the graph theory is used to explain the topic.Keywords: Distance education, open education, graph theory, the history of distance education.

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Gannon, Susanne, and Diem Chi Nguyen. "Boom. Tick. Bing! Writing Bodies In." LEARNing Landscapes 4, no. 1 (April 1, 2010): 265–71. http://dx.doi.org/10.36510/learnland.v4i1.376.

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This paper describes a poetic response to the school-based practicum for beginning secondary teachers. Following their first practicum experience, in their English Method class back at the university, students pooled sensory details and memories of the week they had just spent in schools to write their own poems.The paper includes one of the poems and some thoughts about the complexity, ambivalence and embodied knowing that poetry opens up space for in reflecting on initial school experiences for beginning teachers.

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Davis, Catasha R., Michael C. Thornton, and Sean Moxley-Kelly. "A Contested Cultural Space." Communication & Sport 6, no. 4 (July 4, 2017): 457–76. http://dx.doi.org/10.1177/2167479517716570.

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Over the past several years, color-blind rhetoric has permeated public discourse around the subject of race in U.S. society. In this color-blind world, race is either a thing of the past or something we can choose to ignore. One location of such rhetoric is in sports. This mixed-methods study offers a rare examination of color-blind rhetoric among 365 college students at a Division I school that is a part of one of the power conferences. We administered a 20-question multiple-choice and open-ended survey accessing students’ views about race in college football and its athletes. Our open-coded responses were consistent with Bonilla-Silva’s color-blind racism frames. The frames students use are consistent with previous work that suggests that they envision a world in which overt attention to race is secondary to traditional aspects of American life, such as work ethic, meritocracy, individualism, and cultural differences. This color-blind emphasis works to encourage students to take to heart that race does not warrant inclusion in explaining college sports.

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Palkki, Joshua, and Paul Caldwell. "“We are often invisible”: A survey on safe space for LGBTQ students in secondary school choral programs." Research Studies in Music Education 40, no. 1 (November 23, 2017): 28–49. http://dx.doi.org/10.1177/1321103x17734973.

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This article presents data from a large-scale cross-sectional survey of LGBTQ college students ( N = 1,123) reflecting on their middle and high school experiences in choral music. The quantitative data indicate that students felt safer in high school than in middle school and that a small majority of high school teachers voiced support for LGBTQ students. These data indicate that high school choral classrooms were perceived as safe for a majority of respondents. The open-ended responses highlight themes including: the plight of transgender students who faced difficulty navigating their gender identities in the choral environment, the importance of enumerated non-discrimination policies, and the importance of words/semantics. Respondents discussed helpful and hurtful words and/or policies that influenced their choral experiences. A main theme was encouragement of open acknowledgement of LGBTQ identities and issues in the choral classroom. Suggestions for teaching practice and policy are provided based upon these data.

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Dissertations / Theses on the topic "Open space secondary schools"

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Chan, Man-hoi, and 陳文海. "Utilizing open source software in schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B2981389X.

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Xhetani, Elton. "Space and the elaboration of occupational identity : an empirical case study of the UK teaching profession." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/81835/.

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Situated understandings of identity have gained prominence in the organisational studies litera-ture. Through the guiding works of Lefebvre and Ibarra this thesis explores the relationship be-tween organisational space and occupational identity through an empirical study of two schools in the UK. Narratives are collected using visual prompts to examine individuals’ lived experiences in the workplace. My rich data allow me to bring to the fore and unpack how physical changes form and transform occupational sense of self. In particular, my findings indicate that space is involved in the formation of occupational identity in different ways, namely, by giving a sense of continuity to employees, assisting in the development of a sense of belonging and upholding in-group identity, providing employees with a sense of expectations and idealised performances, and sustaining hi-erarchy by establishing a daily routine that excludes and isolates groups of workers. This study makes three main contributions. First, through Lefebvre’s lens, it discusses how identity is mediated through space and discusses the politicisation of space and shows that space can be used to emphasise or interrupt power relations in the workplace. Secondly, through application of Lefebvre’s work this study explains tensions created through spatial change and the implications that these have for the formation of occupational identity. Thirdly, this study takes Lefebvre’s con-cern with tensions one step further by unpacking the complications posed by these for the for-mation, reflection and modification of occupational identity. To make sense of this, Ibarra’s work has been introduced to argue that space is instrumental in reflecting and formulating new, some-times provisional, sometimes conflicting, occupational identities and this leads to ambivalence and ambiguity in the profession. This study highlights the importance of not treating space simply in terms of walls and physical ap-pearance. Space has a special meaning for employees and is a tool that allows them to express their sense of professional self by desiring, imagining and planning a physical space that corre-sponds to their professional role. When space is taken away from professionals, they create their own physical boundaries that send messages to outsiders that they have control of their profes-sion. They do this in order to protect their professional autonomy, feel noticed at the workplace and to imprint parts of their personality according to their professional needs.

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Braswell, Sean. "Choice and social segregation in education : the impact of open enrolment on the social compositions of English secondary schools." Thesis, University of Oxford, 2006. http://ora.ox.ac.uk/objects/uuid:cae77039-f7e1-42ac-bdc0-305b083a8a84.

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The Education Reform Act of 1988 introduced a policy of open enrolment into English secondary education that was designed to enhance the scope for parental choice of schools. In the resulting 'quasi market' for education, state school admissions authorities can no longer deny most expressed parental preferences, and the majority of state educational funding follows pupils to the secondary schools that they attend. Accompanying these policy reforms has been a longstanding concern that the new school attendance patterns resulting from the enhanced choice present within an open enrolment system would further polarize the social compositions of secondary schools in England. This thesis employs recently developed individual-level databases such as the Pupil Level Annual Schools' Census (PLASC), along with GIS mapping software, to investigate the role that choice of non-local schools played in the degree of social segregation in English secondary schools in 2002. A detailed analysis of the data reveals high rates of non-local school attendance across many areas of England in 2002 as large numbers of pupils from all backgrounds bypassed their local schools in favour of non-local alternatives. Although non-local school choice was exercised by both disadvantaged and more advantaged segments of the schooling population, pupils eligible for free school meals were less likely to attend higher performing non-local schools than their more advantaged counterparts. The disproportionate gains made from non-local school attendance by more advantaged secondary pupils within the marketplace helped to reinforce local school hierarchies already strongly associated with performance and social composition. As the individual level pupil data in PLASC illustrates, the exercise of non-local school choice in 2002 produced school compositions that were more segregated by socio-economic status than they otherwise would be under a system of local school catchments. Thus, rather than helping to diminish the social segregation of secondary pupils resulting from pronounced residential segregation levels, the availability of parental choice instead further stratified most English secondary schools by socio-economic status in 2002.

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Hobbs, Steven J. "Radical learning space : a case of a voluntary A Level English masterclass." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39614/.

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The argument put forward in this thesis is that as a consequence of the pedagogic and professional restrictions created by managerialism, as reflected in the highly regulated field of current state educational provision dominated by the school effectiveness paradigm, it is essential for the furthering of liberal critical democratic education that freer, but no less legitimate, pedagogic and learning spaces are recognized, established and embedded in mainstream practice. According to this premise, a critical theory position explores both empirically and theoretically how critical democratic pedagogic legitimation, can be made possible in the context of English A Level teaching and learning ractice in a sixth form college. This thesis begins by contextualizing the debate for the need for this possibility in the context of New Labour Policy development during 1999-2003. It then identifies and explores the politico-pedagogic nature of an open learning initiative derived from a voluntary, interdisciplinary English Masterclass. This empirical site is then analysed in the context of a ‘critical' case study research design, based on the theoretical model of Jurgen Habermas, especially his ideological, political and pedagogic theorization of the concept and politics of a self-generated emancipated ‘lifeworld' that attempts to re-negotiate alternative practice and identify through self-created and self-legitimized pedagogic method and social relations. This site of research has necessarily involved my research into an exploration and critique of much wider debates. In particular it engages with the nature and role of liberal democratic political theory and ideology and its influence on A Level curriculum modelling, learning experience and constructions of learner identity and teacher professionalism. What has also emerged from this wider study is an exploration of the nature and extent to which learning and teaching within the formal, official A Level curriculum model (Curriculum 2000), based on the learning dichotomy and dual learning sites of ‘modularity' and ‘synopticity', has produced not only a learning imbalance of democratic earning experiences and learning identities but also an uncritical learning and professional conformity and passivity inherent in the social construction of consumer-based studentship, professionalism and liberal democratic citizenship. It also engages with debates regarding the extent to which the social construction of consumer learning and professional identity and learning citizenship has been achieved at the expense of the full development and maturity of pluralistic and more active forms of critical studentship, critical citizenship and critical professionalism. As a consequence, this thesis both theoretically argues and demonstrates empirically how the official A Level curriculum and teacher professionalism is a product of the social and political reproduction systems of New Labour's ‘middle way' political product and practice which I argue became increasingly more authoritarian and statist owing to its integration of neo-conservativism and neo-liberalism as a redemptive ‘theological-educational' project. I attempt a more detailed analysis of this redemptive educational project through an exploration of the concept of learning ‘space wars' as set in the wider context of official learning principles and practices of globalisation. In attempting to theorize this emerging politicization of an empirical aspect of my own professional practice, l have also explored the nature and extent of the influence of the then new initiative of Student Voice and Student Voice work and the ‘Building Bridges' policy that together offered the potential to encourage, facilitate and legitimate lternative principles and practices and outcomes of more radical open learning spaces. Finally, my argument for attempting to diversify the democratization of official A Level learning is ultimately, therefore, derived from a belief that we need to re-base democratic schooling in general on classical notions of discursive democratic morality, identity and practice. This, I argue, in the context of a developing, liberal democratic state under advanced corporate capitalism, would open up genuine and legitimate curricula, pedagogic and professional spaces for wider opportunities for the cultivation of rational, critical debate of important ethical and political questions relating to what makes a good citizen and what makes a good society, rather than asking more mundane utilitarian questions relating to what makes learning more standardized, efficient, productive and more predictable.

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Batchelor, Jacqueline. "Mobile information communication and technology use in secondary schools a feasibility study /." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09102007-161045/.

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Kalinga, Ellen. "Development of an Interactive E-learning Management System (e-LMS) for Tanzanian Secondary Schools." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00477.

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e-Learning, defined as the use of information and communications technology (ICT) for supporting the educational process, has motivated Tanzania to apply ICT in its education systems. Tanzanian secondary schools which are geographically and socially isolated face a number of problems, including a way to get learning materials. The impact of these problems is poor performance in National Examinations. This poor performance however is most noted in science and mathematics. The problem in get- ting learning materials can be reduced by employing ICT. This research developed an interactive e-learning management system (e-LMS) to be used by Tanzanian secondary schools. Tanzania Secondary Schools e-Learning (TanSSe-L) system is the name adopted for an interactive e-LMS developed. The re- search is aimed at supporting teaching and learning functions by allowing for the creation and storage of learning materials, making them available, easily accessed and sharable by students from different secondary schools in Tanzania. It is a context- driven research work of knowledge production in a specific context for application. Initially, the research work focused on two selected pilot schools; Kibaha Secondary School and Wali-ul-Asr Girls’ Seminary in Kibaha town, Pwani region. Features of the TanSSe-L system represent the standard form of any secondary school registered by the Ministry of Education and Vocational Training. The development of the TanSSe-L system made use of software engineering discipline. The research used Unified Modelling Language (UML) and integrated Object-Orient- ed System Analysis and Design (OOSA&D) and Model Driven Architecture (MDA) to address the System Development Life Cycle (SLDC) in a systemic way. UML design class diagram (DCD) is a Platform Independent Model (PIM) that was transformed into a Platform Specific Model (PSM) in MDA for implementation. Implementation made use of open source LMS to help generate a timely solution to TanSSe-L system development. In this specific context, focus group discussion as inspired by action re- search methodology was used. The research evolved into a triple helix process in close cooperation with other stakeholders. Finally, it is considered that replication and mirroring will make learning materials highly available to end-users.

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Gaynor, Dónal. "Space and Learning: A case study of their interaction." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32643.

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This essay uses a case study to examine in a particular school the nature of these interactions. By examining this case using ethnographic methods including walking tours and interviews the essay gains an insight into how the physical environment interacts with the learning environment in the school. The research identifies four main points of interaction. The need for ownership of space, the quality of the study environment, the atmosphere of the school and the need for privacy. These areas of interaction are identified also within the research with teaching staff at the school. From this research there appears to be evidence in favour of open school models which have significant variation and flexibility of space to allow for both teachers and students to adapt the environment to their various needs. The open school model does however invite significant benefits in terms of non-formal learning situations and new forms of interaction between teachers and students.

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Sheppard, Michael Robert. "An analysis of the factors which determine success in open and flexible delivery systems in secondary schools and FE colleges : a study of Mid Glamorgan." Thesis, Cardiff University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270529.

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Lawrence, Tracy Jean. "Assessing high school students' conceptions of the size, age, and distance of astronomical objects." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2525.

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The purpose of this research study is to identify student conceptions about the size, distance, and age of various objects associated with space science. After reviewing the literature related to this study, there seems to be a need for continued research at the high school level in the field of astronomy conceptualization.

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Barakat, Mohammed, and Rolf Östergren. "”Maten är kass, men lärarna är snälla” : Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-5597.

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Syfte och frågeställningar Syftet med uppsatsen är att få en förståelse för vad det är elever som söker till gymnasieskolan kan tänkas möta då de läser recensionstexter. Syftet är således att kartlägga recensionssystemets omfattning och innehåll kvantitativt; vad som tas upp i recensionstexterna, samt att undersöka hur recensionstexterna är konstruerade. Avslutningsvis syftar uppsatsen till att diskutera recensionssystemet i en större samhällskontext - som ett resultat av och en del i vår samtid. Vilka ämnen och teman förekommer i recensionstexter av gymnasieskolor samt hur frekvent är förekomsten? Hur värderas (positivt, negativt eller neutralt) de olika temana i recensionerna? På vilket sätt är recensionstexterna konstruerade och hur kan det tolkas? På vilket sätt framträder en skolmarknadsdiskurs i recensionstexterna? Metod De kvantitativa frågorna undersöks genom en innehållsanalys av slumpmässigt utvalda recensioner på gymnasieskolor i Stockholms län. De förekomna orden kvantifieras och delas in i teman, kategorieroch subkategorier. En bedömning görs även utifrån om de förekomna orden lyfts i en positiv, negativ eller neutral kontext. Den kvalitativa delen utgörs av en textanalys inspirerad av diskursanalysen. Av ett antal utvalda recensioner, baserat på dess innehållsliga relevans, analyseras dessa semantiskt med diskursanalytiska verktyg. I diskussions- och analysdelen behandlas resultatet utifrån det teoretiska ramverket och tidigare forskning. Resultat Av innehållsanalysen framgår att de vanligast förekommande temana var allmänna värdeomdömen om skolan, att kommentera lärare samt skolans upplägg och utbildningens kvalité. Det är även vanligt att sociala aspekter så som atmosfär och gemenskap lyfts fram i recensionerna. Av den kvalitativa delen framgår det att recensenterna uttrycker sig på ett sätt som speglar skolmarknadsdiskursen. I somliga fall framgår tydligt hur recensenten anammat skolmarknadsdiskursen. Slutsats Resultatet indikerar att recensionssystemet riskerar att generera segregerande effekter. Framförallt utifrån den asymmetriska tillgången av information och att skola och identitet knyts allt närmare varandra. Detta förtydligas och ställs på sin spets i hur recensionerna är konstruerade och kan, i vissa fall, tänkas vara svårare att bearbeta då gemene elev tenderar att se recensenter som objektiva (till skillnad från övrig tillgänglig information).
Aim The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time. What topics occur in reviews of upper secondary schools and how frequent is the occurrence? How are the different themes in the reviews valued (positive, negative or neutral)? In what way are the review texts constructed and how can it be interpreted? In what way does a school market discourse appear in the reviews? Method The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research. Results The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. Conclusion The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information).

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Books on the topic "Open space secondary schools"

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Lujan, Barbara F. Human physiology in space: A curriculum supplement for secondary schools. [Washington, D.C.?: National Aeronautics and Space Administration, 1994.

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J, White Ronald, Bartner Howard, and United States. National Aeronautics and Space Administration., eds. Human physiology in space: A curriculum supplement for secondary schools. [Washington, D.C.?: National Aeronautics and Space Administration, 1994.

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Lujan, Barbara F. Human physiology in space: A curriculum supplement for secondary schools. [Washington, D.C.?: National Aeronautics and Space Administration, 1994.

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J, White Ronald, Bartner Howard, and United States. National Aeronautics and Space Administration., eds. Human physiology in space: A curriculum supplement for secondary schools. [Washington, D.C.?: National Aeronautics and Space Administration, 1994.

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Lujan, Barbara F. Human physiology in space: A curriculum supplement for secondary schools. [Washington, D.C.?: National Aeronautics and Space Administration, 1994.

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J, Sabo Dennis, Barnes Kevin M, Hannum John W, and Hoffman James D. 1954-, eds. Quality middle schools: Open and healthy. Thousand Oaks Ca: Corwin Press, 1998.

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Sujāta, Ke. Distance education at secondary level in India: The National Open School. Paris: UNESCO, International Institute for Educational Planning, 2002.

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Danzer, Gerald A. People, space, and time: The Chicago Neighborhood History Project : an introduction to community history for schools. Lanham, MD: Published for the Chicago Metro History Fair by the University Press of America, 1986.

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Williamson, Jean. Staff development needs of teachers involved with open learning: An enquiry into the staff development needs of teachers involved with open learning in secondary schools. [S.l: The author], 1994.

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Project, Exemplary Schools. Technical report: Holding open the doors : Kildonan East Collegiate. Toronto: Canadian Education Association, 1995.

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Book chapters on the topic "Open space secondary schools"

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Schmude, Jürgen, and Sascha Jackisch. "Feminization of Teaching: Female Teachers at Primary and Lower Secondary Schools in Baden-Württemberg, Germany: From Its Beginnings to the Present." In Knowledge and Space, 333–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18799-6_17.

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Sasot, Sílvia, and Esther Belvis. "Hack the School: A Creative Toolkit to Transform School Spaces." In Teacher Transition into Innovative Learning Environments, 305–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_24.

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AbstractThe ‘Hack the School’ project provides school communities a guided experience to support the transformation of their learning spaces. The aim is to foster change through a comprehensive and co-creative approach facilitating the transition from traditional uses of space to innovative ones with the concept of wellbeing as primary agency. A conceptual framework based on seven principles—welcome, belonging, communication, cooperation, diversity, movement and transduction—and an applied creative toolkit equip the process and provide a unique and novel perspective to the topic of innovative learning environments. Thus, the project channels the emerging needs regarding educational spaces challenging the current regulations that the public administration applies in Spain and initiates a dialogical collaboration between the field of education and architecture. The challenge open to all schools and funded by the Jaume Bofill Foundation received over 170 proposals in the Catalan context, where 30 schools were selected and are now becoming effective ‘hackers’.

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Perkins, Alisa. "Yemeni Women, Civic Purdah, and Private/Public Divides." In Muslim American City, 79–117. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479828012.003.0004.

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This chapter analyzes how Yemeni American women’s everyday space-making practices in Hamtramck blur the lines between public and private, complicating mainstream modes of organizing space and scrambling the ideological correlates associated with these two discursive realms. The chapter discusses how Yemeni women across generations choreograph the gendering of space within homes, streets, neighborhoods, mosques, and schools, enriching their lives with social, cultural, spiritual, and economic exchanges. The chapter shows how areas in Yemeni homes, such as women’s living rooms, sometimes function as semi-public spaces open to an extended and loosely bounded set of non-kin visitors during times set apart for sociability and religious instruction. The chapter includes a discussion of how women-only spaces in mosques reproduce or echo some features of home-based gender norms. In secondary schools, Yemeni female youth sustain or modify community-based gender separation practices to establish comfortable spaces for themselves in an ethnically and racially mixed context.

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Clausen, Marco. "Schools of Bottom-up Transformation: the Prinzessinnengarten / Schulen des Wandels von unten: Beispiel Prinzessinnengarten." In Urban Open Space+, 124–33. De Gruyter, 2021. http://dx.doi.org/10.1515/9783868599848-017.

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"The economics of open and distance learning in primary and secondary schools." In The Open Classroom, 42–52. Routledge, 2005. http://dx.doi.org/10.4324/9780203416693-12.

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"Using Computer Corpora in Secondary School." In Computer Corpora and Open Source Software for Language Learning, 155–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3680-3.ch006.

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This chapter will provide information and data about secondary schools and its teachers. The chapter will show in-depth interviews with teachers from secondary schools. The purpose of the in-depth interview is to research teacher needs, opinions, attitudes, values, and knowledge about computer corpora in general. The second goal is to explore in which way teachers in secondary schools would use computer corpora for creating teaching materials, exams, or language exercise. The aim of this chapter is to investigate if computer corpora can be implemented in secondary schools for teaching language subjects and in which way and for what students/grade it would be most eligible.

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"From government correspondence schools to parastatal colleges of open learning: out-of-school secondary education at a distance in central and southern Africa." In The Open Classroom, 54–62. Routledge, 2005. http://dx.doi.org/10.4324/9780203416693-14.

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"Methodology and Research." In Computer Corpora and Open Source Software for Language Learning, 117–21. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3680-3.ch004.

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This chapter will give insight to used methodology and analysis for interpretation of conducted in-depth interviews with language teachers in primary and secondary schools in Croatia. This research is a case study about perceptions, attitudes, emotions, knowledge, and suggestions about use and implementation of computer corpora in teaching language learning in primary and secondary schools. In-depth interviews were conducted with four teachers who explore their existing knowledge about corpus linguistics and computer corpora. The research is based on language teachers' thoughts and experiences of how computer corpora can be incorporated into the teaching process of language learning. Results are implications (e.g., advantages and obstacles) for inclusion of corpus-based teaching in primary and secondary schools.

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"Implications of Using Corpus Tools in Primary and Secondary Education." In Computer Corpora and Open Source Software for Language Learning, 179–90. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3680-3.ch007.

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This chapter will give a comparison of using computer corpora in primary and in secondary schools. It will compare information that was collected from primary school teachers and secondary school teachers about using computer corpora for language subjects on primary and secondary educational levels. Based on the given information, the chapter will provide an explanation of the advantages and disadvantages of using computer corpora in language learning on those two educational levels. The chapter will explore which educational levels have more possibilities for incorporating computer corpora in their teaching activities and how it can be used in the classroom with students.

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Boéchat-Heer, Stéphanie, Maria Antonietta Impedovo, and Francesco Arcidiacono. "The Processes of Appropriation of Technological Tools in the Classroom." In Examining the Roles of Teachers and Students in Mastering New Technologies, 250–64. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2104-5.ch013.

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This chapter aims to investigate how teachers perceive the usefulness of introducing technological tools (namely, iPad) for the learning/teaching process in a professional secondary school. More specifically, the authors intend to understand how the process of iPad appropriation is identified by the teachers as a learning tool. Through the analysis of focus groups involving different teachers belonging to the same school, the authors intend to detect teachers' self-efficacy and beliefs concerning the appropriation of the use of the iPad in the classroom along a school year. The findings of the study highlight diverse facilitating and hindering elements in the process of teachers' appropriation of such technological tool. The study opens further spaces to examine teachers' and students' perceptions in mastering new technological tools and in building new processes of teaching/learning.

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Conference papers on the topic "Open space secondary schools"

1

Li, Shuai. "Children-friendly design of urban public space based on the study of Shanghai, China." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/znxx7695.

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At present, more than 50% of children live in big cities. But with the increasing number of motor vehicles and shrinking public spaces , children have less and less opportunities for outdoor activities, resulting in obesity and sub-health problems. Therefore, it is very important to build children-friendly public spaces in metropolis. This study takes the Shanghai,china as an example.Firstly,through questionnaires,it is found that ensuring the safe movement of children and inspiring their spontaneous activities are key points to build children-friendly public spaces. Meanwhile, The public spaces near the home are the most used environment by children. Therefore, open spaces in metropolis areas need to be planned carefully for children near their homes. Then it is way much better to make sure children's places of daily life, such as homes, schools, green spaces, sports venues and so on, can be connected in a safe path. Secondly, for building the safe path for children ,the safety of each spot along the path is analyzed by SP method, which is a mathematical algorithm , in order to find the risk factors and to avoid them in the future. Then we establish the action plan of "line space + point space" to build the children-friendly urban public space system. Line space refers to meeting the basic safety space needs of children through the improvement of the routes to school, including reducing the impact of motor vehicles, safe road facilities, and enhancing road lighting system. "Point space" refers to the promotion of children's outdoor activities through the arrangement of multi-level outdoor children's playgrounds and green spaces, including safe green parks, security platforms and so on. Finally, it is hoped that the "Safety Line Space + Interesting Point Space" plan will establish a safe and inspiring path for children to travel, linking home, school, green space and sports venues, which they use mostly in their daily life. Then we can ensure the safe movement of children and inspire children's spontaneous games in big cities for a children-friendly goal

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Daloukas, V., V. Dai, E. Alikanioti, and S. Sirmakessis. "The design of open source educational games for secondary schools." In the 1st ACM international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1389586.1389669.

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Tomazin, Mojca, and Miro Gradisar. "Free/Open Source Software in Slovenian primary and secondary schools — Survey 2007." In 2008 30th International Conference on Information Technology Interfaces (ITI). IEEE, 2008. http://dx.doi.org/10.1109/iti.2008.4588403.

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Schauer, Franz, Michal Krbecek, Pavel Beno, Michal Gerza, Lukas Palka, and Petra Spilakova. "REMLABNET II - Open remote laboratory management system for university and secondary schools research based teaching." In 2015 12th International Conference on Remote Engineering and Virtual Instrumentation (REV). IEEE, 2015. http://dx.doi.org/10.1109/rev.2015.7087273.

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Kim, Sang Cheol. "A STUDY ON SHIFTS OF OPEN SECONDARY SCHOOLS POLICY IN KOREA THROUGH HISTORICAL NEW INSTITUTIONALISM." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.013.

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Chelioti, Eleni-Maria. "Strategies for Supporting European Schools to Evolve into Open and Committed Learning Communities: Initial Suggestions from the Open Discovery Space Project Large-Scale Implementation." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.220.

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Pletser, Vladimir. "The Brussels "ZERO-G" Experience in Parabolic Flights: a New Educational Approach in Secondary Schools of the Region of Brussels." In 54th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2003. http://dx.doi.org/10.2514/6.iac-03-p.p.08.

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Khan, Ijaz M., Tony Gilbert, and Mostafa Barigou. "Influence of Primary and Secondary Flow Interaction on the Near Flow Field Mixing in an Enclosed Space." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-16335.

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This paper presents the influence of an induction diffuser ports on a turbulent jet and its effect on the axial mean streamwise velocity decay, mass entrainment, turbulence characteristics and the temperature distribution in the near flow field of an enclosed numerical space. Convergence of the steady state simulations is achieved by RNG kappa-epsilon turbulence model. Comparisons of the axial mean streamwise velocity decay, turbulence characteristics and the temperature distribution in an enclosed space are reported for JETs (Jet Environmental Techniques) nozzle, and another similar simulation was conducted for an induction diffuser box with open ports at specific positions to evaluate its performance. The numerical analysis was validated by prototype experiments using the JETs nozzle geometry in a test room 11 m in length, 5.5 m wide and 2.5 m high. The measurement of the streamwise velocity and temperature distribution was measured inside the room on a grid with the help of a hotwire anemometer and digital thermometer, respectively. From the analysis of the data, it was found that the near flow field air entrainment and diffusion characteristics of the jet were significantly influenced by the air induction diffuser.

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Potyrala, Katarzyna, Karolina Czerwiec, and Renata Stasko. "NATURAL HISTORY MUSEUMS AS A SPACE OF SCIENCE EDUCATION IN THE KNOWLEDGE-BASED SOCIETY." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.99.

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The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.

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Kotlík, Kamil. "Chosen Problems of Physical Education in the Czech Republic." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-25.

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The main topic of the paper is the analysis of a state of physical education in primary and secondary education in the Czech Republic. The paper is engaged in an issue of the pupils (and their legal representatives) approach to the physical education as well as of the curricu-lar grounding of the physical education. The next viewpoint is an analysis of a general social and individual value of physical education with the respect to a quality of life of a certain in-dividual. As the last but not the least thing is that the paper evaluates current attitudes to the physical education. The main goal of the paper is to analyse some of main problems to which the physical educa-tion in the Czech primary and secondary education currently is facing (namely big increase of exemption in secondary school and motivation to attend physical education classes). Partial goals are on one hand to uncover less obvious problems connected with above-mentioned, on the other hand point out some of the causes of a current state of physical education. The last partial goal is to offer a possibilities of a solution of the certain state. The methodological background of the paper has a qualitative character, while the main method is the content analysis when the inductive approach prevails. A reason for using such method is its suitability for processing a new topic. Further, due to the interpretation of gained data we use also the phenomenological approach. Except of aforementioned, we realized open interviews with Heads of schools. The author finds out that the physical education is currently facing to serious problems when some of them markedly overlaps the sphere of the physical education and their solution is not committed only to the sphere of physical education. Among the other things, these problems may negatively influence a quality of life of the Czech population. Finally, the paper offers possibilities of solution of a current negative evolution.

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Reports on the topic "Open space secondary schools"

1

Ormiston, Carol. A study of open space schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1912.

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Hines, Brian. Parental attitudes toward, and knowledge of open-space schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2593.

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