To see the other types of publications on this topic, follow the link: Open space secondary schools.
Journal articles on the topic 'Open space secondary schools'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Open space secondary schools.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Mohammad Latif, Muhammad Alif, Mohd Ezad Hafidz Hafidzuddin, Marina Mohd Top@Mohd Tah, and Norihan Md Arifin. "ASPERLABS: OPEN SOURCE VIRTUAL LABORATORIES FOR STEM EDUCATION." International Journal of Modern Education 2, no. 5 (June 15, 2020): 29–37. http://dx.doi.org/10.35631/ijmoe.25004.
Full textAbstract:
The main challenge in the development of scientific education in Malaysia is the lack of interest in science among students. One of the reasons for this discrepancy lies in the fact that these fields often require laboratory exercises to provide effective skill acquisition and hands-on experience. Physical experiments increase the costs due to their required equipment, space, and maintenance staff. A virtual laboratory can provide a cost-efficient way to organize high-quality laboratory work for many students. It is a damage resistance laboratory, thus opening the possibility to learn from mistakes. In Science, Technology, Engineering, and Mathematics (STEM) education, virtual laboratories can offer effective scientific exploration at a low cost. The objective of this research is to develop a platform for open-source virtual laboratories for STEM education inside and outside of Universiti Putra Malaysia (UPM). The virtual laboratory initiative is known as “AsperLabs”. This web-based interface offers several open-source virtual experiments for three subjects including physics, chemistry, and biology. Asperlabs have been utilized at Foundation level in UPM and STEM programs at local secondary schools. It has received positive feedback from students on both levels and will be included in the course materials for Foundation Program at UPM in the near future.
12
López Martínez, Edson, Irma Antonia García Mejía, and Marcela Georgina Gómez Zermeño. "The Integration of Open Educational Resources to the Mathematics Curriculum: Experiences of Students and Teachers of Secondary Education in Mexico." Pedagogika 122, no. 2 (June 15, 2016): 94–109. http://dx.doi.org/10.15823/p.2016.23.
Full textAbstract:
This research studied the educational context of a Mexican private secondary school to determine the requirements that open learning environments and Learning Objects Repositories must fulfill to contribute to the Mathematics curriculum. A qualitative methodology was used with a case study design. For data recollection, semi-structured interviews were administrated to the students and teachers of a private secondary school to recollect information about their experiences with the virtual repository. The implementation of digital contents repository was initially a pilot project for the subject of Mathematics, and with the results it is expected to provide a wider panorama of the students’ needs and to reach the school’s vision to implement the repository to other subjects. The results show that students feel motivated to learn with interactive digital resources, and they feel safety, tranquility and reassurance because the repository provides a space that contributes to their learning process; meanwhile, teachers showed evidence of their experience to plan, design, implement and monitor the activities of Mathematics.
13
K. Flensner, Karin, Göran Larsson, and Roger Säljö. "Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden." Education Sciences 9, no. 2 (April 13, 2019): 80. http://dx.doi.org/10.3390/educsci9020080.
Full textAbstract:
In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee.
14
Licursi, Beatriz, Levi Leonido, and Elsa Morgado. "“MÚSICA FELIZ”: UM PROJETO DE INTEGRAÇÃO ACADÊMICO - SOCIAL ATRAVÉS DA ARTE MUSICAL E DO ESPETÁCULO." Cadernos de Educação Tecnologia e Sociedade 13, no. 1 (April 12, 2020): 94. http://dx.doi.org/10.14571/brajets.v13.n1.94-100.
Full textAbstract:
Music stimulates a stimulating dynamism for the sociability of the citizens because the musical behavior comprises the biological, social and psychic factors. The Federal University of Rio de Janeiro (UFRJ) offers one of the best concert halls in Rio de Janeiro (the Salão Leopoldo Miguez of the School of Music) where the "Happy Music" Extension event has been held uninterrupted since 1995. Considering that the space, the context and the conditions in which the music takes place are decisive for the observance of the objectives of this integrating initiative that involves and brings together students and teachers from UFRJ, external public (primary and secondary schools of public and private schools) and other interested parties. The participants of this initiative emanate from different age groups and target audiences, given its extension, interaction and socio-artistic integration component that encourages children, youth and adults to perform in public in a space where there is an intense dialogue between music and science as significantly beneficial to musicians, performers, educators as well as listeners and/or spectators. An intense bet on motivational activity for technical improvement, intrapersonal and interpersonal development, growth of artistic skills required for performance, emotional self-control as well as the expansion of cultural, musical and repertory knowledge. The musical works to be presented are of free choice without restriction regarding the musical style and the musical formations, in order to constitute an initiative, open to the other artistic representations. We observe that in the scope of this event, which is a barn of future professionals, many participants have achieved success in their artistic and academic careers of national or international dimension. We believe that our motivational strategy drives the academic community and the general public to perform in a concert hall, which for many participants is a unique opportunity.
15
Ojamaa, Maarja, Peeter Torop, Alexandr Fadeev, Alexandra Milyakina, Tatjana Pilipovec, and Merit Rickberg. "Culture as education: From transmediality to transdisciplinary pedagogy." Sign Systems Studies 47, no. 1/2 (August 8, 2019): 152–76. http://dx.doi.org/10.12697/sss.2019.47.1-2.06.
Full textAbstract:
For the past three years, the Transmedia Research Group at the Department of Semiotics, University of Tartu, has been developing open access online materials for supporting the teaching of humanities-related subjects in Estonian- and Russianlanguage secondary schools. This paper maps the theoretical and conceptual starting points of these materials. The overarching goal of the educational platforms is to support cultural coherence and autocommunication by cultivating literacies necessary for holding meaningful dialogues with cultural heritage. To achieve the goal, the authors have been seeking ways of purposeful harnessing of transmedial, crossmedial and other tools offered by the contemporary digital communication space. We have started with an understanding of culture as education – a model which is grounded in cultural semiotics and highlights the role of cultural experience and cultural self-description in learning literacies. From these premises we proceed to explicating the value of a transdisciplinary pedagogy for methodical translation of the theoretical concepts into practical solutions in teaching and learning culture.
16
Jyoti, Kamal, Mohan Lal, Sanjeev Mahajan, and Tejbir Singh. "Assessing the impact of information, education and communication activities regarding menstrual hygiene practices among adolescent girls 13-17 years in the rural area of Amritsar." International Journal Of Community Medicine And Public Health 7, no. 4 (March 26, 2020): 1470. http://dx.doi.org/10.18203/2394-6040.ijcmph20201458.
Full textAbstract:
Background: Adolescence period (10-19 years) is a transitional stage. Adolescents constitute 20% of the total population in India. Menarche marks the beginning of a multitude of physical, physiological, and psychological changes in the lives of the girls. During menstruation, hygiene-related practices are of considerable importance because lack of knowledge and poor menstrual hygiene practices makes them prone to reproductive tract infections.Methods: The study was carried out among 13-17 years adolescent girls studying in the Government Senior Secondary Schools at Nagkalan and Sohian Kalan and out of school adolescent girls of the same age group who were residents of these two villages. Base line information was collected from eligible girls and then IEC activities were conducted on menstrual hygiene practices. After three months the impact of IEC activities was assessed and valid conclusions were drawn.Results: 81.13% have attained menarche. 40.6% were using both sanitary pads and cloth, only 7.4% were using only cloth as menstrual absorbent. Almost 3/4th (72.27%) respondents used dumping into open space and pond as method of disposal for used absorbent and after intervention this percentage was decreased to 44.9%.Conclusions: After IEC activities a greater number of adolescent girls were aware regarding safe menstrual hygiene practices.
17
DÜNDAR, Hakan, and Yasemin ERMAN. "My Homeland: Kyrgyzstan Bishkek Secondary School Students' Opinions About Homeland." International Journal of Psychology and Educational Studies 8, no. 1 (January 27, 2021): 14–23. http://dx.doi.org/10.17220/ijpes.2021.8.1.200.
Full textAbstract:
Homeland is generally the land where one person was born and grew upand also it is a broad concept that includes language, history, culture and family ties as well as being the land that a nation freely lives on. Homeland is not only a physical space, but a strong association of cultures, arts assets, and language, religion and common past together. In this study, it was tried to determine the views of the middle school students living in the Kyrgyz Republic, whose mother or father is a Turkish citizen. This study was conducted with156 students studying in, the Republic of Turkey Ministry of National Education Kyrgyzstan Bishkek Middle School and in Imam Hatip Secondary School. This school, which is connected to the Republic of Turkey Ministry of National Education and mostly chıldren contınued who are the citizens of the Republic of Turkey. In this descriptive survey model, the data were obtained from the open-ended questionnaire asked to the students. In the analysis of the data, content analysis was used. 109 students participated in the survey stated that they see Turkey as the homeland. Students were determined Kyrgyzstan and Russia as a country after Turkey. 4 themes and 9 sub-themes were formed in the direction of the students' thinking about the concept of “homeland”. In the research, each theme related to students 'responses was examined separately, and some students' thoughts were also included and interpreted.
18
Alkahtani, Aishah. "Curriculum change management and workload." Improving Schools 20, no. 3 (June 5, 2017): 209–21. http://dx.doi.org/10.1177/1365480217706789.
Full textAbstract:
This study examines the ways in which Saudi teachers have responded or are responding to the challenges posed by a new curriculum. It also deals with issues relating to workload demands which affect teachers’ performance when they apply a new curriculum in a Saudi Arabian secondary school. In addition, problems such as scheduling and sharing space require committee negotiations between head teachers, teachers, and higher level management in the project. The results show the importance of open communication, and a bottom-up as well as a top-down flow of decision-making. Communication and decisions flow down to the middle managers, and the reactions and opinions of those at the bottom may or may not flow back up to the decision-makers at the top.
19
Leiva-Olivencia, Juan José, Maria Carmen López-Berlanga, Antonio Miñán Espigares, and Francisco Villegas Lirola. "Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain." Sustainability 13, no. 9 (May 6, 2021): 5171. http://dx.doi.org/10.3390/su13095171.
Full textAbstract:
Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t-test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schools.
20
Palaigeorgiou, George, and Athina Grammatikopoulou. "Benefits, barriers and prerequisites for Web 2.0 learning activities in the classroom." Interactive Technology and Smart Education 13, no. 1 (April 18, 2016): 2–18. http://dx.doi.org/10.1108/itse-09-2015-0028.
Full textAbstract:
Purpose This paper aims to identify the learning benefits and the challenges of Web 2.0 educational activities when applied in typical learning settings and as perceived by pioneer educators with extensive Web 2.0 experience. Design/methodology/approach The testimonies of 26 Greek primary and secondary education teachers were collected. All teachers had an extensive involvement with Web 2.0 in their classrooms. The interviews were semi-structured and focused on personal case studies, students' views of Web 2.0, problems and prerequisites and educational opportunities of Web 2.0. Findings The teachers indicated that Web 2.0 learning activities promote the learner to the center of the learning process, open the schools’ doors to society and help students learn how to cooperate and create digital content, while enabling them to reflect more on their thoughts, extend the time-space of the educational dialogue and promote trust between students and teachers. The participants had also to cope with challenges which concerned their colleagues’ attitude and the educational environment, the parents’ attitude, the amount of time and effort required, the unpredictable character of the activities, the limitations imposed by the curriculum, the overestimation of students’ skills and the lack of training opportunities. Practical implications The findings can be transformed to a set of critical guidelines for policy makers and for educating the educators. Originality/value The set of findings are derived from teachers with a long-term, intensive, daily practice with Web 2.0 and offer an holistic systematic view of problems and opportunities.
21
Lee, Rachel. "Implementing Dialogic Teaching in a Singapore English Language Classroom." RELC Journal 47, no. 3 (August 1, 2016): 279–93. http://dx.doi.org/10.1177/0033688216631171.
Full textAbstract:
Despite the fact that Singaporean students consistently perform well in literacy tests such as the Progress in International Reading Literacy Study, employers have reported that Singaporean employees in general lack confidence in articulating their views in the workplace. This may be attributed to the practice of teacher-fronted and monologic classroom discourse, which does not allow opportunities for teachers and students to construct knowledge and understanding together during curriculum time. The article reports on one classroom-based research conducted on a Secondary Three (age 15) class in one Singaporean government school. The purpose of this article is to show how classroom talk could be made more dialogic, through an intervention, to enhance students’ talk opportunities and to build up literacy skills. The article argues that over time, the habitual practice of a dialogic form of teacher-student talk would help to open up the space of learning for students. To do that, it would be necessary to begin with raising teachers’ awareness of the benefits of dialogic talk.
22
Bussell, Hilary. "Libraries Support First-Generation Students through Services and Spaces, but Can Do More." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 242–44. http://dx.doi.org/10.18438/eblip29689.
Full textAbstract:
A Review of:
Arch, X., & Gilman, I. (2019). First principles: Designing services for first-generation students. College & Research Libraries, 80(7), 996–1012. https://doi.org/10.5860/crl.80.7.996
Abstract
Objective – To provide recommendations for academic libraries in supporting first-generation college students, defined by the study’s authors “either as those whose parents have no college experience or did not graduate with a bachelor’s degree” (p. 996).
Design – Multidisciplinary literature review and two qualitative survey questionnaires.
Setting – United States secondary and post-secondary schools.
Subjects – College Counsellor Survey: 300 private/parochial, private/secular, public, and charter secondary/high schools in rural, suburban, and urban areas randomly selected from across all 50 states. Academic Library Survey: Academic libraries at 100 four-year institutions.
Methods – College Counsellor Survey: An online survey was sent to potential subjects via email. The survey included basic demographic questions and open-ended questions about counsellors’ perceptions of the challenges faced by first-generation college students, the types of institutional support they need, and how academic libraries could offer support. The answers were analyzed in NVivo using a combination of inductive and axial coding in order to develop a set of themes reflecting the most commonly-mentioned challenges and support needs.
Academic Library Survey: A survey invitation was sent directly to library deans and directors at 100 four-year institutions and to two academic library electronic mailing lists. The survey included questions about services academic libraries offer for first-generation students. The data were analyzed to determine whether academic libraries were offering services that matched the thematic areas identified in the College Counsellor Survey.
Main Results – College Counselor Survey: The response rate was 24% (n=78). There were six themes which were identified regarding challenges and support needs for first-generation students: Academic and Tutoring, Social and Cultural, Home and Family, Navigating College, Financial, and Mentoring and Advising. Recommendations for library support included library participation in first-generation student orientations, library instruction in research methods, and conveying that librarians are welcoming and friendly.
Academic Library Survey: Out of the 59 responding libraries, 19 reported offering services designed for first-generation students, while 6 additional libraries reported offering services they believed would be useful for first-generation students, though they were not designed for them specifically. The library services addressed needs relating to the Academic and Tutoring, Navigating College, and Financial themes. The library services did not address the needs relating to the Social and Cultural, Home and Family, and Mentoring and Advising themes.
Conclusion – Based on the surveys and literature review, the authors provide recommendations for academic library services for first-generation students that address each of the six thematic areas of need. The recommendations include, but are not limited to, assigning liaisons for first-generation programs, working to create an inclusive and affirming library environment, designing library spaces that support the multiple social roles and identities of first-generation students, helping family members of first-generation students become aware of the library as a resource, providing training on applying for financial aid, and having librarians either provide outreach to mentorship programs or become mentors themselves.
23
Дем’яненко Н. М. and Бойко А. М. "ПРОЕКТИ ВИЩОЇ ПЕДАГОГІЧНОЇ ОСВІТИ В УКРАЇНІ ПЕРШОЇ ПОЛОВИНИ ХІХ ст." World Science 3, no. 3(55) (March 31, 2020): 34–42. http://dx.doi.org/10.31435/rsglobal_ws/31032020/6989.
Full textAbstract:
The period of the first half of the nineteenth century is characterized by a significant number of the pedagogical education projects development, which can be divided into two main groups: the author’s (M. Demkov, V. Ivanovsky, G. Kollontay, M. Pirogov, М. Troitsky, K. Ushinsky, T.Chacky, etc.) and official (authorized by the Ministry of Public Education). Among them are the projects of Pedagogical Institute in the "Prior Rules of Public Education" (1803), the General Regulations of the Russian Imperial Universities in 1804 and 1835, the Pedagogical Courses Principles (1860, 1865); the draft of the Teaching Institute Regulations (1862) and a number of others. It`s considered that author's approaches significantly influenced the content of the official group and even served as their basis.The analysis of the projects content is allowed to group them into two divisions. The first is the projects of educational institutions for the primary school teachers training (teachers' seminary, teacher's institutes), and the second one is educational institutions for the secondary school teachers training (pedagogical faculties, pedagogical institutes, pedagogical courses, pedagogical seminaries). At the same time, the first projects were planned as an independent, exclusively closed educational institutions of the residential type. Their curricula had to provide the detailed learning of the primary schools disciplines and the teaching methods. A compulsory condition for the existence of the second group was their opening on the basis of universities, which according to the authors of the projects had to provide a broad compulsory education and special training for advanced teaching. The dominant for university teaching institutions was the viewpoint of their open type, which is slightly allowed to reduce the cost of teacher training, providing teacher applicants with scholarships rather than complete public funds.The common requirement for both types of projects was the requirement for compulsory in-depth pedagogical training, which, as a rule, reflected the need to follow the principle of theoretical pedagogical courses unity (pedagogy, didactics, knowledge about upbringing, history of pedagogical currents, etc.) and pedagogical training.Thereby the pedagogical institute on this basis was opened in the structure of the University of St. Volodymyr in Kyiv in 1834. Having passed the difficult historical path, today is known in the world educational space by a large-scale innovative activity as National Pedagogical Dragomanov University, it is still the custodian of the university pedagogical institute idea of the 1830s, traditions of teacher training.
24
TOMAZIN, Mojca, and Miro GRADISAR. "Open Source Software in Slovenian Primary and Secondary Schools." Informatics in Education 6, no. 2 (October 15, 2007): 443–54. http://dx.doi.org/10.15388/infedu.2007.29.
Full text
25
Iyer, Reshmi R. "21st Century Pedagogy using Wikipedia." Artha - Journal of Social Sciences 14, no. 1 (January 1, 2015): 37. http://dx.doi.org/10.12724/ajss.32.4.
Full textAbstract:
When the era of Constructivismis laced with a broad range of Web2.0 tools, a new form of learning has evolved. Knowledge construction and deconstruction has become easier as the means to write and rewrite information has continued to evolve. Wikipedia is one of the most powerful instruments through which this digital revolution of knowledge creation, co-creation and access has been redefined. This paper is a treatise, exploring the ease with which Wikipedia can be assimilated within the curriculum and how even a secondary school student can add to the immense world of knowledge.
Wikipedia is a free access, free content platform that offers every person the capability and easy-to-use tools to become a contributor of knowledge. Since its inception in 2001, the online encyclopaedia hasgrown with a burgeoning number of articles being added, modified and reviewed by contributors worldwide by the second. The very nature of the website is collaborative, thus enabling collective learning and cooperative exchange of information. Placing a student in this infinite space as a collaborative contributor of information, which is governed by the website’s stringent governance policies and is open to review and critique across the world, makes him or her a conscientious creator of verified knowledge which consolidates the learning at the highest taxonomic level of education. This curricular integration of Wikipedia could thus be the very essence of constructivism, making it a highly desirable and viable method of digitising any pedagogy.
26
Світлана Кондратюк. "ESTABLISHMENT OF COMMERCIAL EDUCATION IN THE RIGHT BANK OF UKRAINE IN THE SECOND HALF OF THE XIX - EARLY XX CENTURY." Intermarum history policy culture, no. 8 (December 30, 2020): 161–88. http://dx.doi.org/10.35433/history.112010.
Full textAbstract:
caused by the integration of the domestic education system into the European space, so it is important to study and analyze the experience of formation and change of previous, pre-Soviet educational systems in Ukraine.The purpose of the study is to analyze the process of the formation of commercial education in the Right Bank of Ukraine in the post-reform period and to determine the factors that influenced its development.The research methodology is based on the application of the principles of scientificity, objectivity, historicism, and systematicity. The use of historical-systemic, functional, and historical-comparative methods allowed to study the process of establishment and functioning of the first commercial schools.The genesis of the historiography of the problem had the following stages: 1) the work of pre-revolutionary authors (second half of the XIX century - 1917), which depended on censorship restrictions and in which moderately complementary guidelines prevailed; 2) research of representatives of Soviet historiography (1917 - 1991) years), which operated in conditions of ideological constraints dominated by the relevant critical paradigm; 3) works of modern authors (since 1991 - till now), in which attempts are made to develop a balanced position taking into account both positive and negative trends in the development of secondary education in the Russian Empire in the relevant period. However, the field of research of scientists left the facts that contributed to the development of commercial education as a holistic system of training entrepreneurs for the country in the second half of the nineteenth - early twentieth century.Results. The reforms of the Russian Emperor Alexander II in the second half of the XIX century led to the rapid industrialization of the country, as well as gave a powerful impetus to the development of industry, trade, banking, and exchange. All this raised the need for new qualified personnel and gave impetus to the solution of a long-overdue educational issue.In the 1860s and 1990s, the development of commercial education on the Right Bank was carried out on the initiative and at the expense of the region's industrial and merchant circles. In an effort to remove Poles and Jews from power in the province and to limit their influence on the population, the imperial authorities were reluctant to support initiatives to establish commercial schools. Even with permission to open a school, various bans were imposed on the content and organization of education.At the turn of the century, the situation changed somewhat. Polish influence in the right-bank provinces weakened, which allowed the introduction of zemstvos and a revision of educational policy. The government is now more willing to establish commercial institutions, although quotas for Polish and Jewish children remain. Zemstvos provided significant financial support to schools and their low-income students.Conclusions. Under the influence of qualitative state-building changes and active activity of the new elite, which sought further financial prosperity through professional education and establishment of educational institutions at its own expense, a network of commercial educational institutions was formed in the Right Bank Ukraine in the post-reform period. The effectiveness of this process was greatly influenced by the state, exercising its own legislative, supervisory, and regulatory functions in order to limit the political ambitions and influences of the Polish and Jewish minorities.
27
Carmody, Brendan. "Ecclesial to Public Space: Religion in Irish Secondary Schools." Religious Education 114, no. 5 (August 16, 2019): 551–64. http://dx.doi.org/10.1080/00344087.2019.1643273.
Full text
28
Howaard, Jay, and Rob Mataheru. "Open Schooling in the Netherlands." Open Schools Journal for Open Science 1, no. 3 (May 20, 2019): 42. http://dx.doi.org/10.12681/osj.20430.
Full textAbstract:
Here in the Netherlands the main idea about education has been to lock students up in schools and feed them with a lot of information. This has proven to be good method for achieving good exam results, however, students are lacking experience with society. That is why more and more schools are trying to become an open school – a school which seeks connection with the society. There are a lot of ways for schools to interact with society, in this case we will be looking at how two schools, one primary (De Verwondering in Monnickendam) and one secondary (Pieter Groen College in Katwijk), do just that.
29
Garcia-Zubia, Javier, Ignacio Angulo, Olga Dziabenko, and Pablo Orduna. "Open Learning Approach with Remote Experiments: OLAREX Project." International Journal of Engineering Pedagogy (iJEP) 3, no. 4 (October 11, 2013): 15. http://dx.doi.org/10.3991/ijep.v3i4.2871.
Full textAbstract:
The project�??s primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers. The main goal of the OLAREX project is to offer the providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies
30
Vlachos, Jonas, Edvin Hertegård, and Helena B. Svaleryd. "The effects of school closures on SARS-CoV-2 among parents and teachers." Proceedings of the National Academy of Sciences 118, no. 9 (February 11, 2021): e2020834118. http://dx.doi.org/10.1073/pnas.2020834118.
Full textAbstract:
To reduce the transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper-secondary schools moved to online instruction, while lower-secondary schools remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impact of moving to online instruction on the incidence of SARS-CoV-2 and COVID-19. We find that, among parents, exposure to open rather than closed schools resulted in a small increase in PCR-confirmed infections (odds ratio [OR] 1.17; 95% CI [CI95] 1.03 to 1.32). Among lower-secondary teachers, the infection rate doubled relative to upper-secondary teachers (OR 2.01; CI95 1.52 to 2.67). This spilled over to the partners of lower-secondary teachers, who had a higher infection rate than their upper-secondary counterparts (OR 1.29; CI95 1.00 to 1.67). When analyzing COVID-19 diagnoses from healthcare visits and the incidence of severe health outcomes, results are similar for teachers, but weaker for parents and teachers’ partners. The results for parents indicate that keeping lower-secondary schools open had minor consequences for the overall transmission of SARS-CoV-2 in society. The results for teachers suggest that measures to protect teachers could be considered.
31
Svitek, Szilárd, Judit Szitányi, and Gabriella Ambrus. "Solution of an open reality based word-problem in two secondary schools." Teaching Mathematics and Computer Science 18, no. 2 (March 18, 2021): 143–56. http://dx.doi.org/10.5485/tmcs.2020.0513.
Full text
32
Humpage, Louise. "A ‘culturally unsafe’ space? The Somali experience of Christchurch secondary schools." New Zealand Geographer 65, no. 1 (April 2009): 73–82. http://dx.doi.org/10.1111/j.1745-7939.2009.01149.x.
Full text
33
Becker, Thomas W. "Global space education for secondary schools: formulating new attitudes and policies." Space Policy 10, no. 1 (February 1994): 57–72. http://dx.doi.org/10.1016/0265-9646(94)90040-x.
Full text
34
P Woodrich, Megan, and Yanan Fan. "Google Docs as a Tool for Collaborative Writing in the Middle School Classroom." Journal of Information Technology Education: Research 16 (2017): 391–410. http://dx.doi.org/10.28945/3870.
Full textAbstract:
Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.
35
Jane Amunga. "Benchmarking practices among single sex boarding secondary schools in Western Kenya." Technium Social Sciences Journal 8 (May 28, 2020): 117–31. http://dx.doi.org/10.47577/tssj.v8i1.782.
Full textAbstract:
This study investigated benchmarking practices by single sex boarding secondary schools in the Western region of Kenya. The purpose was to establish why these schools engaged in benchmarking, whether they prioritised different or common benchmarking activities, and the factors militating against benchmarking. The study was guided by the theory of the learning organization. The target was 66 (37 Boys boarding and 29 Girls boarding schools, previously classified as provincial schools) engaged in benchmarking at the time of the study. A total of 20 schools representing 30% were randomly selected. Of the 240 who formed the study sample (20 principals, 20 DOSs, 100 HODs and 100 teachers) 215 (89.58%) responded. Data were collected using questionnaires with closed and open ended items, and analysed both descriptively (means and percentages) and inferentially (Chi-square and Z-test) using the Predictive Analytical Software (PASW) Version 19.0. All responses on the open ended questions were paraphrased and others reported verbatim in triangulation of findings. The study found that, schools benchmarked national and county schools. Most of the programmes benchmarked were targeted improvement in academic performance. Both categories of schools had common benchmarking interests and therefore sought information on similar practices and programmes. While most respondents reported it the practice had improved examination results, a number of challenges were pointed out. These were lack of time, lack of resources, too much focus on exams and poor implementation of benchmarked programmes. It was therefore recommended that, schools create ample time for the exercise, allocate sufficient resources for implementation of programmes and go beyond the focus on academics to benchmark on other practices that build an all round student.
36
Asplund, Stig-Börje, Nina Kilbrink, and Hamid Asghari. "Visualising the Intended Practical Doing: Future-Oriented Movements in Swedish Vocational School Workshop Settings." International Journal for Research in Vocational Education and Training 8, no. 2 (June 24, 2021): 160–85. http://dx.doi.org/10.13152/ijrvet.8.2.2.
Full textAbstract:
Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade.Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction.Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now.Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.
37
Tucker, Jennifer. "Sex Education in Secondary Schools20021Jennifer K. Harrison. Sex Education in Secondary Schools. Milton Keynes: Open University Press." Health Education 102, no. 1 (February 2002): 39–40. http://dx.doi.org/10.1108/he.2002.102.1.39.1.
Full text
38
Polat, Soner, and Hande Çiçek. "Intergenerational learning among primary and lower secondary schools." International Journal of Human Sciences 12, no. 2 (December 14, 2015): 1649. http://dx.doi.org/10.14687/ijhs.v12i2.3471.
Full textAbstract:
<p>The purpose of this qualitative study is to identify on which topics intergenerational learning takes place among primary and lower secondary school teachers of different generations. If intergenerational learning is present among colleagues, the content of this learning will be specified. For this purpose, in 2013-2014 school year, in the district of İzmit in the province of Kocaeli two primary and two lower secondary schools where different generations work together were, therefore, selected and 39 teachers of three different generations in these schools were interviewed. Semi-structured interview technique was used during these face-to- face interviews. Data of the study, which was designed using phenomenological pattern, was analyzed with descriptive analysis method. The results indicated that younger teachers learn about topics such as classroom management and handling problems with parents from the experiences of their older colleagues. On the other hand, older teachers learn about the new teaching methods and techniques, teaching materials and the use of technical equipments from their younger colleagues. It was clearly seen that intergenerational learning proceed more functionally at schools where collaboration and knowledge-sharing are important values; where there aren’t any prejudices against age and where there are individuals who are open for development.</p>
39
Xi, Xiaowei. "English Teachers’ Perspectives on Using Music in English Language Teaching in Thai Secondary Schools." Theory and Practice in Language Studies 11, no. 2 (February 1, 2021): 145. http://dx.doi.org/10.17507/tpls.1102.05.
Full textAbstract:
The present study aimed to 1) investigate English teachers’ perspectives on using music in English teaching in Thai secondary schools; and 2) explore the problems teachers met while using music to teach English in Thai secondary schools. Participants in the present study were 55 English teachers from different secondary schools in central Bangkok, Thailand. The instrument for the current study was a questionnaire which included 24 Likert-scale items about teachers’ perspectives involving the attitudes, beliefs, intentions and problems of using music in English teaching, and one open-ended question asking about the problems teachers met while using music in their English teaching. Results from the quantitative data of the current study revealed the significantly positive attitudes and beliefs of the English teachers in Thai secondary schools on using music in English teaching, however, the results of open-ended question mismatched with the teachers’ attitudes and beliefs, which indicated that teachers actually did not use music in their English teaching frequently. The reasons and recommendations for future research have been discussed.
40
Gubic, Ilija, and Oana Baloi. "Public open space initiatives for healthier cities in Rwanda." Journal of Public Space, Vol. 5 n. 2 (April 30, 2020): 129–46. http://dx.doi.org/10.32891/jps.v5i2.1287.
Full textAbstract:
With a population of close to 13 million, and an annual growth rate of 2.86 percent, Rwanda plans to position itself as a climate resilient, low carbon, low unemployment, reduced poverty country, with a strong services sector by 2050. Its projected increase in its urbanization rate from a current value of 18.4 percent to 35 percent by 2024 is driven by strong political will, significant investments in infrastructure, service provision, and human capital development. Rwanda’s secondary cities, identified as economic nodes of growth, are currently undergoing revision of their masterplans in consideration of climate change realities and the pressure on infrastructure and services due to rapid urbanization. Currently, cities in Rwanda do not yet have a system of public open spaces. Where available, such spaces are usually hardly accessible and need upgrading. To address this, the Ministry of Infrastructure, Rwanda Housing Authority, City of Kigali and six secondary cities have committed to deliver on public open space related activities and targets under the yearly performance contract ‘Imihigo’. The outcomes of their commitments support the climate-responsive revision of masterplans of the City of Kigali and six secondary cities. This paper presents public open space initiatives in Kigali and the results of the technical assessment of public open spaces and participatory planning and design workshop in Nyagatare, secondary city in Rwanda’s. It also discusses ongoing policy changes and initiatives that aim to promote public open spaces as crucial for urban public health.
41
Kohn, Kurt. "MY English: a social constructivist perspective on ELF." Journal of English as a Lingua Franca 7, no. 1 (March 26, 2018): 1–24. http://dx.doi.org/10.1515/jelf-2018-0001.
Full textAbstract:
Abstract In this article, I address issues, concepts and empirical insights that have profoundly shaped my view of English as a lingua franca (ELF) and of the pedagogical lessons to be learned for English Language Teaching (ELT). Starting from discrepancies in my ELF identity as a speaker of English with ELT roots in a German secondary school, I argue for the social constructivist concept of MY English as a basis for understanding ELF competence development and the tensions surrounding the relationship between ELT and ELF. Continually shaped by speakers’ participation in ELF communication, relevant dimensions of their MY English profiles include linguistic-communicative-communal repertoires and requirements of performance, individual and social identity orientations, and confidence in their ELF creativity. Against this backdrop, I discuss topics I consider relevant for a much-needed pedagogical reconciliation of ELT with ELF. Special attention is given to teachers’ ELF apprehension and the distinction between a “strict” (quasi-behaviouristic) and an “open” (social constructivist) target language orientation, speaker satisfaction as a criterion of success in ELF communication, and teaching towards ELF competence from awareness raising to comprehension, production and interaction to non-native speaker emancipation. Successful ELF implementation in both ELT practice and ELT teacher education requires extensive and authentic involvement of students and teachers in ELF communication. Intercultural telecollaboration provides innovative means for creating a space for ELF communication in the ELT classroom. Pedagogical case studies about video and text chat conversations strongly support the assumption that using their common target language as a lingua franca significantly enables learners of English to develop an emancipated non-native speaker identity and thus to become speakers of English in their own right. And what is more, the pedagogical lingua franca approach can be successfully transferred to other foreign target languages as well. I conclude my article with a brief contextualization of the MY English concept in relation to translingual practice and ELF languaging.
42
Keskitalo, Pigga. "Place and space in Sámi education." Policy Futures in Education 17, no. 4 (May 2019): 560–74. http://dx.doi.org/10.1177/1478210319848530.
Full textAbstract:
This article considers the Sámi understanding of time and place in pedagogical settings. The study is based on research material gathered at Sámi schools and from teaching conducted in the Sámi language. These data were combined to develop a theoretical review of teacher education from a metatheoretical perspective. The research challenges schools’ pedagogical arrangements. Local contents of the study are an important part of the school syllabus, and this article suggests that they are closely tied to school educational arrangements. This study also suggests that, in Northern schools, the Sámi worldview and traditional knowledge should be closely connected to school practices. This means that the Sámi understanding of time and place should receive sufficient emphasis in school curricula. Schools could benefit from the open learning concept, such as modern curricula grounded in teaching that is phenomenon based. This could increase pupils’ motivation and sense of connection to the local area. With mediating structures – connected to multicultural educational contexts – such educational systems could be developed.
43
Oujezdský, Aleš, and Ingrid Nagyová. "Developing Technical Skills of Pupils in Primary and Secondary Schools." International Journal of Information and Communication Technologies in Education 5, no. 1 (August 1, 2016): 4–13. http://dx.doi.org/10.1515/ijicte-2016-0001.
Full textAbstract:
Abstract The paper is aimed at the development of technical skills of pupils in primary and secondary schools. Technical courses are usually not popular among pupils. Therefore, within the scope of the “Windows of Science Wide Open” project, we prepared a number of activities, which should encourage pupils’ interest in the technical courses and help develop their technical skills. During the academic year we held several workshops for primary and secondary school pupils. The workshops contained activities such as the programming of robotic kits, the use of electric microscope in education, the use of measuring systems and a computer for the measuring of quantities around us, or the use of modern technology when creating an audiovisual project. Approximately 150 primary and secondary school pupils participated in the workshops.
44
McLeod, Julie. "Space, place and purpose in designing Australian schools." History of Education Review 43, no. 2 (September 30, 2014): 133–37. http://dx.doi.org/10.1108/her-03-2014-0020.
Full textAbstract:
Purpose – The purpose of this paper is to canvass debates arising from encounters between architectural and educational history and to introduce a themed section of four papers exploring aspects of the history of school design and the spatial arrangements of Australian schooling across the twentieth century. Design/methodology/approach – This is an interpretive introductory essay that characterizes trends in historical and sociological studies of school space and materialities, and synthesizes the arguments and contributions of the four companion papers. Findings – A case is made for greater exchange among educational, architectural and social historians and key insights and findings from the four papers concerning school space, design and educational ideas are summarized. Themes of community, citizenship and progressive education are highlighted. Originality/value – The value of the paper lies in introducing the context and scholarly debates framing a collection of four papers that seek to open up new avenues for investigating the history of modern schooling through studying intersections between school space and design and educational purposes and aspiration.
45
Pike, Alicia M., Riana R. Pryor, Lesley W. Vandermark, Stephanie M. Mazerolle, and Douglas J. Casa. "Athletic Trainer Services in Public and Private Secondary Schools." Journal of Athletic Training 52, no. 1 (January 1, 2017): 5–11. http://dx.doi.org/10.4085/1062-6050-51.11.15.
Full textAbstract:
Context: The presence of athletic trainers (ATs) in secondary schools to provide medical care is crucial, especially with the rise in sports participation and resulting high volume of injuries. Previous authors have investigated the level of AT services offered, but the differences in medical care offered between the public and private sectors have not been explored. Objective: To compare the level of AT services in public and private secondary schools. Design: Concurrent mixed-methods study. Setting: Public and private secondary schools in the United States. Patients or Other Participants: A total of 10 553 secondary schools responded to the survey (8509 public, 2044 private). Main Outcome Measure(s): School administrators responded to the survey via telephone or e-mail. Descriptive statistics depict national data. Open-ended questions were evaluated through content analysis. Results: A greater percentage of public secondary schools than private secondary schools hired ATs. Public secondary schools provided a higher percentage of full-time, part-time, and clinic AT services than private secondary schools. Only per diem AT services were more frequent in the private sector. Regardless of the extent of services, reasons for not employing an AT were similar between sectors. Common barriers were budget, school size, and lack of awareness of the role of an AT. Unique to the public sector, remote location was identified as a challenge faced by some administrators. Conclusions: Both public and private secondary schools lacked ATs, but higher percentages of total AT services and full-time services were available in the public sector. Despite differences in AT services, both settings provided a similar number of student-athletes with access to medical care. Barriers to hiring ATs were comparable between public and private secondary schools; however, remote location was a unique challenge for the public sector.
46
Pike, Alicia, Riana R. Pryor, Stephanie M. Mazerolle, Rebecca L. Stearns, and Douglas J. Casa. "Athletic Trainer Services in US Private Secondary Schools." Journal of Athletic Training 51, no. 9 (September 1, 2016): 717–26. http://dx.doi.org/10.4085/1062-6050-51.11.04.
Full textAbstract:
Context: Availability of athletic trainer (AT) services in US secondary schools has recently been reported to be as high as 70%, but this only describes the public sector. The extent of AT coverage in private secondary school settings has yet to be investigated and may differ from the public secondary school setting for several reasons, including differences in funding sources. Objective: To determine the level of AT services in US private secondary schools and identify the reasons why some schools did not employ ATs. Design: Concurrent mixed-methods study. Setting: Private secondary schools in the United States. Patients or Other Participants: Of 5414 private secondary schools, 2044 (38%) responded to the survey. Main Outcome Measure(s): School administrators responded to the survey via telephone or e-mail. This instrument was previously used in a study examining AT services among public secondary schools. Descriptive statistics provided national data. Open-ended questions were evaluated through content analysis. Results: Of the 2044 schools that responded, 58% (1176/2044) offered AT services, including 28% (574/2040) full time, 25% (501/2042) part time, 4% (78/1918) per diem, and 20% (409/2042) from a hospital or clinic. A total of 84% (281 285/336 165) of athletes had access to AT services. Larger private secondary schools were more likely to have AT services available. Barriers to providing AT services in the private sector were budgetary constraints, school size and sports, and lack of awareness of the role of an AT. Conclusions: More than half of the surveyed private secondary schools in the United States had AT services available; however, only 28% had a full-time AT. This demonstrates the need for increased medical coverage to provide athletes in this setting the appropriate level of care. Budgetary concerns, size of the school and sport offerings, and lack of awareness of the role of the AT continued to be barriers in the secondary school setting.
47
Ivanova, A. D., and O. V. Murugova. "Online Education Through the Eyes of Students and Lecturers (Based on the Results of a Pedagogical Study in 2019)." Open Education 24, no. 2 (April 22, 2020): 4–16. http://dx.doi.org/10.21686/1818-4243-2020-2-4-16.
Full textAbstract:
Purpose of the research. The article discusses different views on online education: students, lecturers, politicians. Mass open online courses in the West began to be actively introduced in 2012, but after three years, European and American universities started disappointing in them and began to reduce their importance in training. In Russia, online learning is a popular modern educational trend, which is increasingly being talked about at the highest level and which is promoted by central universities that strive to cover the entire educational space with their digital courses. In October 2019, the Russian Federation President’s special representative for digital and technological development Mr. Dmitry Peskov described key trends for Russian universities in the next five - ten years: the first scenario is “cannibalistic" — several leading universities create online platforms and actually wash the core of regional universities. The second is digital platforms and digitalization, when all universities create their online courses. But behind all this, practically no voices of students are heard — do they want to massively switch to distance education on the Internet? The purpose of this study is to answer this question.Materials and methods. The study of students’ opinions was conducted in 2019 (from May to December) at the Ufa State Aviation Technical University (USATU). The work was carried out as part of the study of the basic course “Psychology and Pedagogy", which is taught to first-year undergraduates and second-year graduate students and during pedagogical practice for second-year undergraduates and third-year graduate students. The main method was a written survey of students about the advantages and disadvantages of online learning, followed by a group discussion in the classroom.The resultswere tested at the “Winter School of the Lecturer - 2020", which was held in January 2020 by the Yurait Publishing House for lecturers from Russia, Kazakhstan, Belarus, Armenia and Ukraine. The research materials were presented at the webinar “Online education through the eyes of students" (speaker — A. Ivanova) and caused wide discussion and multiple feedback from the audience in a group chat. The paper presents the results of a survey of students of USATU and statements from the chat of lecturers.Conclusion. The conclusions obtained as a result of processing the survey of graduate and postgraduate students of the USATU almost completely coincided with the conclusions of the lecturers participating in the “Winter School of Lecturer - 2020": the school and the first post-secondary education (secondary or higher) must be received in the “classical" format. Everyone recognized the best options for applying online education: advanced training; receiving a second education; self-development courses on the latest discoveries and technologies. Distance education must be developed, but only without campaigning: consciously, methodically and technologically thought out. It is necessary to check offline the “qualifications" of people with online diplomas. The main thing is not to rush in the pursuit of ratings and economic benefits with the adoption of ill-conceived and reckless decisions that can lead to intellectual degradation of youth and the correction of which will cost our state a hundred times more.
48
Ochir, Batchimeg, Ju-Hwan Seo, and Jaehyuck Choi. "Study on the Causes of Open Space Loss of Schools in Ulaanbaatar City." Journal of Korean Society of Rural Planning 22, no. 4 (November 30, 2016): 37–47. http://dx.doi.org/10.7851/ksrp.2016.22.4.037.
Full text
49
SHIMOKURA, Reiko, and Fumihito MIYAMOTO. "DEFERENCE OF OPEN-SPACE UTILIZATION BY THE LOCATION OF CLASSROOM IN ELEMENTARY SCHOOLS." Journal of Architecture and Planning (Transactions of AIJ) 77, no. 678 (2012): 1823–30. http://dx.doi.org/10.3130/aija.77.1823.
Full text
50
Li, Shu Ting, Kun Zhou, and Zhi Min Li. "Research on the Sustainable Developing Construction Space Design of Primary and Secondary Schools." Advanced Materials Research 243-249 (May 2011): 6474–78. http://dx.doi.org/10.4028/www.scientific.net/amr.243-249.6474.
Full textAbstract:
At present in China the majority of primary and secondary schools teaching space takes “the long corridor connecting fixed ordinary classroom” as a characteristic, it cannot meet the need of education reform for all -around development in the 21st century. This article firstly introduced overseas spatial constitution pattern with “main street series connecting functional units” in education development advanced area , then analyzed and elaborated that the spatial constitution pattern have certain superiority, either in saving the construction land, or in adaptation emerging teaching method and satisfying the needs of teaching activities. It is significant for primary and secondary schools construction in China to learn from this spatial constitution pattern.