Journal articles on the topic 'Second level school'
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Hashim, Haida Umiera, and Melor Md Yunus. "English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 3, no. 2 (December 30, 2018): 207. http://dx.doi.org/10.24042/tadris.v3i2.2941.
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Early exposure to English is very important as it is crucial for learners to acquire English language at early age as English is a global language that is used not only in the level of primary and secondary school but also in tertiary level of education. Schools can be one of the important roles in influencing second language acquisition, particularly English language. However, most schools did not consider acquiring English from the perspective of learners’ fluency and rarely consider movements or approaches that they can take to improve ESL learning among students. This study intended to investigate the influence of school settings and routines on ESL learning among secondary students. A qualitative method is used in this study as data were collected through the method of observation and interview. The observation period throughout the process of collecting data has been conducted based on a field note specifically prepared for this study. The participants involved in this study were all-girl school students located in Selangor. The gathered data were then interpreted in the findings analysis. Based on this study, it was proven that there are co-relations between the school settings and routines on ESL learning among secondary students. It was found that school settings and routines do influence ESL learning among secondary students. Discussion and recommendations are further explained in this study. Thus, it is hoped for future researchers to conduct further research on related factors that might help to contribute in ESL learning among ESL learners.
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Donlon, Máire, and Eabhnat Ní Fhloinn. "Mathematics support sessions for second-level students." MSOR Connections 15, no. 1 (September 5, 2016): 47. http://dx.doi.org/10.21100/msor.v15i1.348.
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This paper reports on a free drop-in mathematics support service offered to secondary school students by Dublin City University. Pre-service mathematics teachers volunteered as tutors in the scheme, which was available to students from 1st – 6th year. Both students and tutors were surveyed to ascertain the benefits of the scheme to all parties involved.
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Hewitt, Kimberly Kappler, and Mark A. Rumley. "Second Most Important Decision." Theory & Practice in Rural Education 12, no. 1 (June 21, 2022): 3–24. http://dx.doi.org/10.3776/tpre.2022.v12n1p3-24.
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For principal preparation program success, the selection of an aspiring school administrator’s internship placement/mentor principal is second in importance only to the decision about whom to select into the program. In this article, we review the scant literature on internship placement assignment processes, none of which are specific to rural places. We then describe the Principal Preparation for Excellence and Equity in Rural Schools (PPEERS) program – a partnership of 12 rural districts and a large public university – and explain the process by which the partnership co-designed their internship placement protocol and Assignment of Internship Placements tool. We then introduce the protocol, which involves program leaders traveling to each rural partner district across a wide geographic area to meet with the superintendent and District Point Person – the cabinet-level administrator who is the lead district liaison for PPEERS – to consensually select a mentor principal/internship site for each Intern, using the internship tool, which identifies factors to select for and to avoid. After describing the protocol and introducing the tool, we outline our action research methods. Utilizing a two-phase reflective inquiry process, we drew on perceptions of leadership coaches, district partners, and program leaders to reflect on contextual considerations, the impact of the tool, and ways to improve our placement practice. Contextual considerations reflect realities of rural districts, including limited placement choices in small districts, limited number of principals who fit the mentor principal criteria, and micropolitical considerations. Improvements to our process include considering the entire leadership team of a school when selecting placements; including additions to the tool regarding consideration of equity, diversity, and inclusion, as well as addition of a “Goldilocks school” element; and ideas for increasing mentor principal readiness and intern knowledge of curriculum and pedagogy when placed in a school level that is unfamiliar to them. In these ways the partnership can leverage rural partner assets and address contextual challenges. We conclude with implications for rural school leader preparation programs.
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Apel, Kenn, and Linda K. Swank. "Second Chances." Language, Speech, and Hearing Services in Schools 30, no. 3 (July 1999): 231–42. http://dx.doi.org/10.1044/0161-1461.3003.231.
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The case of a 29-year-old university student is used to discuss impairments in decoding skills in older students. Factors are reviewed that contribute to decoding unfamiliar words, such as phonological awareness skills, quality of visual orthographic images, type of decoding strategy used, and morphological awareness skills. The assessment and intervention procedures used with this student highlight the application of current literature when developing assessment and intervention programs for students from middle school and high school to the university level. Additionally, the need is emphasized to recognize and work with the special emotional needs of older students with reading impairments.
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Cho, Myeongsil. "Analysis of Character-related Research Trends according to School Level." Korean Association of General Education 16, no. 2 (April 30, 2022): 127–40. http://dx.doi.org/10.46392/kjge.2022.16.2.127.
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The purpose of this study was to compare and analyze whether there were differences in character-related research trends according to school level in order to find out the current status of character-related research, provide basic data for follow-up research, and to point out the direction of character-related research in the future. To this end, 1,057 papers on character published in Korea from 1995 to 2020 were used for analysis. The collected data was analyzed through descriptive statistics and using an x2-test. The major findings of this study were as follows. First, most studies were conducted at all school levels from 2016 to 2019, followed by kindergarten and university (graduate school) from 2014 to 2015, and elementary and secondary schools from 1995 to 2009. Second, as for the research topic, many studies were conducted in the area of character education effect analysis and character education programs in kindergarten, while in elementary, secondary, and university (graduate school), character education effect analysis and theoretical basic research were conducted. Third, regarding the educational method (whether or not class time is used), studies using class time were high in kindergarten and university (graduate school), whereas there was no significant difference between the two in elementary and secondary schools. The significance of this study is as follows. First, this study is the first study to compare and analyze character-related research trends according to school level. Second, significant differences were found in thesis types, research years, number of researchers, research topics, educational methods, and research methods by school level. Third, this study can be used as the basis for future quantitative meta-analyses or qualitative meta-analysis studies. Finally this study is significant in that it found that character-related studies revealed that curriculum changes and educational policies are influental.
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Lee, Mi Suk, and Jae Duck Lee. "Multi-Level Analysis of Factors Influencing Teacher Efficacy." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 495–514. http://dx.doi.org/10.22251/jlcci.2022.22.13.495.
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Objectives The purpose of this study was to analyze the level of teachers and schools for teacher efficacy using the muti-level analysis method. Methods In this study, elementary school data from the Korea Educational Development Institute's ‘School Education Status and Level Analysis Study 2014’ were used. A two-stage multi-level analysis was conducted on 250 school questionnaires and 6,060 teacher questionnaires in the data. Results First, In teacher background factors, it was found that position, homeroom teacher status, gender, educational background, and career had a positive effect on teacher efficacy. Second, In school background factors, it was found that the ratio of the budget for basic educational activities had a positive effect on teacher efficacy. Third, In teacher process factors, it was found that the degree of reflection of school education goals, the degree of participation in internal and external learning group of education, and spending time in class for teaching, the number of open classes, and preparing time for teaching had a positive effect on teacher efficiency. Fourth, in the school process factors, positive perceptions of fellow teachers, the degree of meetings for educational activities, the degree of cooperation with fellow teachers, and the degree of professional conversation with colleagues had a positive effect on teacher efficiency. However, it was found that the principal's interest in teacher participation had a negative effect. Conclusions These research results can provide implications for what efforts schools should make to improve teacher efficacy. Various efforts in schools will contribute to the improvement of teaching and changes in schools.
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Lussier, Denise, Carolyn E. Turner, and Suzanne Desharnais. "Measuring Second Language (L2) Proficiency in High School Level Exchange Students." Canadian Modern Language Review 49, no. 3 (April 1993): 526–49. http://dx.doi.org/10.3138/cmlr.49.3.526.
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Rosney, B. "Integration of Visually Impaired Students in an Irish Second–Level School." Journal of Visual Impairment & Blindness 83, no. 1 (January 1989): 46–47. http://dx.doi.org/10.1177/0145482x8908300115.
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At Rosmini Community School in Dublin, about 10 percent of the students, aged 12–18, are registered blind, and many have multiple handicaps. These students have been as fully integrated into regular classrooms as their abilities allow. Their successful social and academic integration is attributed to the flexibility of the staff and parents and the provision of appropriate resources to meet the students’ needs.
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Gottfried, Michael A. "Understanding the Institutional-Level Factors of Urban School Quality." Teachers College Record: The Voice of Scholarship in Education 114, no. 12 (December 2012): 1–32. http://dx.doi.org/10.1177/016146811211401206.
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Background/Context This article addresses which school-level factors contribute to school quality. Previous research has focused on assessing the effects of school-level variables on student-level quality (e.g., achievement). However, the field has been limited in not evaluating the effects of school-level factors directly on measured school-level quality. This present study takes this next step. Purpose/Objective/Research Question/Focus of the Study The purpose of this study is to determine which school-level factors across three categories—schoolwide programs, school-level personnel, and institutional environment—are significant predictors of school quality. Population/Participants/Subjects Two data sets from the School District of Philadelphia are employed. The first data set is longitudinal and comprises elementary school student data linked to teachers, classrooms, and neighborhoods. The second data set, linked to the first by way of school and year data, is longitudinal and comprises school-level variables for all elementary schools within the district over 3 years. Research Design This investigation first derives four quantifiable measures of school quality based on the student- and classroom-level data set. These measures are based on student reading achievement scores, math achievement scores, yearly attendance, and behavior grades. In the main analyses, this study separately tests each measure of quality in an empirical model that relates school-level inputs to school-level outputs. Each model does so while holding constant student, teacher, classroom, and neighborhood covariates as well as principal and school budget data. Findings Looking across all four measures of school quality, the study finds school quality to be higher in schools with music and language programs, more disciplinary resources per student with a behavior problem and more special education resources per special education student, having a school nurse, being a smaller sized campus, and being K–5 (versus K–8). Although there is some consistency in the predictors of school quality, this research also indicates that differentiating between all four measures of quality is critical: School-level factors provide distinct outcomes depending on the measure of school quality itself. Conclusions By identifying those school-level factors that directly relate school quality to its programs, personnel, and environment, this study has differentiated between the particular institutional resources of urban elementary schools that can potentially influence schooling experiences, above and beyond student or classroom factors. As such, this study can be used to more effectively identify those significant institutional challenges faced by urban schools, how these challenges are actualized, and, moreover, the types and levels of resources necessary to enhance school quality.
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Hermans, Chris A. M. "The Challenges of Multiculturalism." International Journal of Education and Religion 1, no. 1 (July 24, 2000): 1–18. http://dx.doi.org/10.1163/1570-0623-90000010.
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This paper introduces this 'issue on the challenges of religiously affiliated schools within a multicultural society from two perspectives. The first is from the perspective of the philosophical debate on multiculturalism on the basis of Taylor’s “politics of recognition’’. The second perspective is the multi-level character of this multiculturalism debate regarding religiously affiliated schools. This debate touches all levels of the educational institution: the macro-level, such as national policy on education, law, legitimization of religiously affiliated schools, relation to the churches; the meso-level, such as identity of schools, school ethos, admission of pupils, normative school leadership, or parental influences on the school board; and the micro-level such as religious education or moral education.
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Adhikari, Deepika. "Status of English language teaching in secondary level under different school interventions." Journal of NELTA 24, no. 1-2 (November 30, 2019): 162–77. http://dx.doi.org/10.3126/nelta.v24i1-2.27686.
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Language is the primary medium of communication and expression of thoughts and ideas. In India, there are two official languages- Hindi and English. English has-been occupying a dominant position since independence. There have been serious attempts to integrate English language in the school curriculum since 1980s. In the schools of West Bengal, English is taught either as a first language or second language. The present study intends to find the status of teaching English language in the secondary schools of Siliguri (West Bengal) where the schools with three different boards, ICSE, CBSE and state boards are chosen. The sample consisted of 50 teachers and 50 students from a total of 25 schools. A survey method and observation inventory was used for collection of data. The conclusion is that English language teachers need to abreast themselves with the latest developments in the context of language teaching. The co-operation from the school, teachers, parents and students yield fruitful results in improving the status of English language teaching.
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Buskila, Yaffa, and Tamar Chen-Levi. "Intense Teaching Schedule in Israeli Teachers." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 329–48. http://dx.doi.org/10.30958/aje.8-3-5.
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The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school
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Aboagye, Gabriel Kwesi, and Hassana Ahmed. "Teacher participatory decision-making in schools: A pre-requisite for democratic governance in Ghanaian second cycle educational institutions." Journal of Educational Development and Practice 3, no. 3 (December 1, 2019): 25–44. http://dx.doi.org/10.47963/jedp.v3i.947.
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Participatory decision-making in schools has been identified as a key tool for improving teachers* professional development. However, not much has been done in terms of scientific research to find out the nature, level and areas of teacher participation in making school decisions. Therefore, this study sought to establish the areas and ways of involving Senior High School teachers in decision-making in schools in the Mampong Municipality. The descriptive survey design was adopted for the study. The purposive and stratified sampling techniques were adopted to select the participants for the study. Questionnaires were used to collect data from 252 randomly selected professional teachers. It was observed from the study that teachers were always involved in curriculum and instructional activities and occasionally engaged in school operational activities and decisions that promoted school-community relationship. However, teachers were never involved in decision making on student admission and placement, staffing and financial matters. Teachers were involved in school decision-making through delegation, school meeting, school Board of Governors, and school committee systems. It is, therefore, recommended that the heads of schools should decentralise decision-making in their schools to allow greater teachers’ involvement in decision-making.
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Limon, İbrahim, and Ümit Dilekçi. "Organizational improvisation capability of schools: A study of scale adaptation and level determination." Pegem Eğitim ve Öğretim Dergisi 10, no. 4 (October 13, 2020): 1147–82. http://dx.doi.org/10.14527/pegegog.2020.035.
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The aim of this study was to adapt the Scale of Organization Improvisational Capability (SOIC) into Turkish culture and determine schools’ organizational improvisation capability. The study first presented the theoretical framework of the concept of organizational improvisation, which has been understudied in Turkey so far. In the experimental stage, SOIC was adapted into Turkish culture and used for the first time in Turkey. SOIC-TR has linguistic equivalence, construct validity, and reliability. However, it has a uni-dimensional structure whereas the original version (SOIC-EN) consists of eight items, loading on two separate factors. In the second stage, a single screening model was employed to determine schools’ organizational improvisation capacity and to compare it by various variables. In this stage the study sample consisted of 366 school administrators and teachers in Batman. Participants were recruited using convenience sampling. Participants had an “Agree” level perception of their schools’ organizational improvisation capacity. Their views significantly differed by their position and school size but not by school grade level.
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Hašková, Alena, and Miriam Bitterová. "SCHOOL AUTONOMY AND SCHOOL LEADERSHIP: CASE STUDY OF SCHOOL OPERATION IN SLOVAKIA." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 299–308. http://dx.doi.org/10.33225/pec/18.76.299.
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During as near as three decades after the political changes in Slovakia its system of education has undergone many reforms. As an integral part of them have been changes regarding school autonomy as it influences quality of education. To achieve an optimal model of autonomy offered to schools is very difficult, as appropriate level of autonomy is dependent on time and social conditions. To improve democratic participation of primary and secondary school leaders in Slovakia, a research aimed at assessment of the current state of the level of school autonomy was carried out. The research data were obtained from a questionnaire survey, the respondents of which were 93 headmasters and deputy headmasters. These school leaders assessed the power they (the schools) have in five fields, namely in the fields of school activity in the whole, school curricula matters, school financing and budgeting, staff recruitment, selection, employing and sacking, administrative and operational management. The assessment they give once with respect to the level in which to them given autonomy matches the tasks and problems they have to cope with, and the second time with respect to their opinion where the scope of the autonomy should be changed. Although the school leaders assessed the level of the powers they are given in a positive way, as average or broader, they still feel a need to have a broader scope of the powers and responsibilities, mainly in the field of financing and budgeting. Keywords: power extension, school autonomy, school deliberation, school leaders.
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Murphy, Timothy R. N., and Mary Masterson. "Teacher Learning Communities and Leadership: Insights from A DEIS Urban Second-Level School." Societies 12, no. 4 (August 7, 2022): 114. http://dx.doi.org/10.3390/soc12040114.
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This article explores the connection between teaching effectiveness and participation in teacher learning communities (TLCs) in the context of a second-level co-educational urban school. In particular, it examines the role of educational leadership in their development and concomitantly toward the enhancement of teaching and learning. Seven teachers contributed to the research across two existing TLCs at the site school. It emerged that relationships and respect amongst the participants are pivotal to their effectiveness. It also transpired that both learning communities that were the focus of this study are characterized by a democratic style of leadership. Such however was possibly largely on account of the leadership style that this study found to be present in the school. Particular importance was attached to the significance of “professional relationships” for effective TLCs. It is recognized that further research on the nature of these relationships in the context of a constantly developing and changing education system will be beneficial and of the concomitant leadership styles that will provide the optimum context for these relationships to flourish.
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Ng, Kwok W., Fiona McHale, Karen Cotter, Donal O’Shea, and Catherine Woods. "Feasibility study of the secondary level Active School Flag programme: Study Protocol." Journal of Functional Morphology and Kinesiology 4, no. 1 (March 26, 2019): 16. http://dx.doi.org/10.3390/jfmk4010016.
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Taking part in regular physical activity (PA) is important for young adolescents to maintain physical, social and mental health. Schools are vibrant settings for health promotion and the complexity of driving a whole-school approach to PA has not been tested in the Irish school context. The feasibility of the pilot programme of the Department of Education and Skills second level Active School Flag (SLASF) is needed. SLASF is a two year process that consists of the Active School Flag (ASF) certificate programme (year 1) and the ASF flag programme (year 2). This protocol paper is specific to the first year certificate process. Three schools around Ireland were recruited as pilot schools to carry out the year-long SLASF programme with 17 planned actions involving the entire school. Students in the transition year programme have a particular role in the promotion of PA in SLASF. Data collection consists of physical measures, accelerometers, survey data and interviews at the beginning and the end of the academic year. The primary focus on the feasibility of the programme is through process evaluation tools and fidelity checks consisting of implementation of the SLASF programme through whole-school surveys, focus group discussions of key stakeholder groups, as well as one-to-one interviews with a member of management at each school and the SLASF coordinator of the school. Secondary outcomes include PA levels and its social cognitive theories based correlates through physical health measures, surveys carried out pre- and post-intervention, as well as focus group discussions of the students. The results of this study are needed to improve the development of the SLASF through a predetermined stopping criteria and inclusion into systems thinking approaches such as the Healthy Ireland Demonstration Project. Trial Registration: https://osf.io/keubz/register/5771ca429ad5a1020de2872e; Registered 24th September 2018; Clinical Trial Registration: NCT03847831.
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Alhaj, Ali Albashir Mohammed, Mesfer Ahmed Mesfer Alwadai, and Mohammed Hamed Albuhairi. "EVALUATING SAUDI EFL SECONDARY SCHOOLS STUDENTS' PERFORMANCE ON PAUL NATION'S STANDARDIZED VOCABULARY LEVEL TESTS." LLT Journal: A Journal on Language and Language Teaching 22, no. 1 (April 26, 2019): 126–36. http://dx.doi.org/10.24071/llt.v22i1.1687.
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The current study aims to evaluate Saudi EFL Secondary School students' performance on Paul Nation's Standardized vocabulary level tests. It also aims to examine the vocabulary size of EFL Saudi Secondary School students at Asir district. Two tools were used for collecting data. The first one was Paul Nation's Vocabulary Levels Test (VLT). The second tool was a questionnaire (TVLSQ) with 13 items. The purposive sample consisted of (80) students besides (20) English teachers. The study sample was selected from Abha secondary schools schools/Saudi Arabia. The study came out with the following results: Saudi EFL Secondary school students' vocabulary size word test falls within 1,000 frequency level, indicating that students are unable to gasp an average text. Saudi EFL Secondary School student who obtained higher marks in 1,000 word level also obtained higher marks in 2,000 word level and vice versa. These results confirmed the high correlation between the two tests which hits 0.76. Moreover, in Paul Nation's Vocabulary Levels Test (VLT) the more words Saudi EFL Secondary school student knows, the better score his/her four skills. To most secondary school teachers as well as students, English grammar is the main focus on their teaching and learning, not the vocabulary.DOI:doi.org/10.24071/llt.2019.220112
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Mohammed, Ali Albashir, and Mesfer Ahmed Msefer Alwadai. "Evaluating Saudi EFL Secondary Schools Students' Performance on Paul Nation's Standardized Vocabulary Level Tests." Theory and Practice in Language Studies 9, no. 5 (May 1, 2019): 487. http://dx.doi.org/10.17507/tpls.0905.01.
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The current study aims to evaluate Saudi EFL Secondary School students' performance on Paul Nation's Standardized vocabulary level tests .It also aims to examine the vocabulary size of EFL Saudi Secondary School students at Asir district. Two tools were used for collecting data. The first one was Paul Nation's Vocabulary Levels Test (VLT). The second tool was a questionnaire (TVLSQ) with 13 items .The purposive sample consisted of (80) students besides (20) English teachers. The study sample was selected from Abha secondary schools schools/Saudi Arabia. The study came out with the following results: Saudi EFL Secondary school students' vocabulary size word test falls within 1,000 frequency level, indicating that students are unable to gasp an average text. Saudi EFL Secondary School student who obtained higher marks in 1,000 word level also obtained higher marks in 2,000 –word level and vice versa. These results confirmed the high correlation between the two tests which hits 0.76.Moreover,in Paul Nation's Vocabulary Levels Test( VLT) the more words Saudi EFL Secondary school student knows, the better score his/her four skills. To most secondary school teachers as well as students, English grammar is the main focus on their teaching and learning, not the vocabulary.
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Al-Jarf, Reima. "English Language Education at the Elementary School Level in Saudi Arabia: A Parents’ Perspective." British Journal of Teacher Education and Pedagogy 1, no. 3 (October 5, 2022): 31–44. http://dx.doi.org/10.32996/bjtep.2022.1.3.4.
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In Saudi Arabia, there are several school types where children go and learn both English and Arabic: (i) Public (government) and Quranic schools; (ii) private schools where Arabic is the medium of instruction with an intensive English course; (iii) international schools where English is the medium of instruction, and one course is allocated to Arabic and Islamic Studies. This study surveyed a sample of parents to find out the number of hours allocated to English; kinds of textbooks used and whether parents consider them sufficient; parents’ views of their children’s proficiency level in the different English language skills; which language is stronger in children: English or Arabic; which language children use in communicating with their siblings, parents and relatives; the effects of learning English (L2) on Arabic (L1); and the optimal age for starting to learn English. Results showed that at government and Quranic schools, students take 1-2 hours of English a week which parents think are insufficient. At private schools, hours allocated to English vary (between 5-10). At international schools, English is the medium of instruction in all courses. Most parents prefer that children start learning English in kindergarten or first grade. English is the stronger and preferred language for international school students. Private School students have a good command of English and Arabic. Arabic is the stronger and preferred language for Government and Quranic School children. Some parents think that the textbook used at Government School are good, but some teachers are incompetent in their instructional techniques. Some Public Schools (in remote areas or small towns) are understaffed which results in reducing the teaching hours from 2 to 1 hour per week. Parents’ views on the status and quality of foreign/second language education in each type of elementary school in Saudi Arabia are reported in detail.
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Ulaş, A. Halim, Oğuzhan Sevim, and Esengül Tan. "Attitudes Of Primary School Second Level Students Towards The Lesson Of Turkish Language." Procedia - Social and Behavioral Sciences 31 (2012): 355–61. http://dx.doi.org/10.1016/j.sbspro.2011.12.067.
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Rustamov, O. "Fаcilitаtors constrаining the effective implementаtion of dynamic approach аt the teаcher level аnd аt the school level." Zamonaviy lingvistik tadqiqotlar: xorijiy tajribalar, istiqbolli izlanishlar va tillarni o‘qitishning innovatsion usullari, no. 1 (June 3, 2022): 314–15. http://dx.doi.org/10.47689/linguistic-research-vol-iss1-pp314-315.
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The present article investigates facilitators constraining the implementation of dynamic approach in teaching english as second language in secondary school. Various points of view of scientists in the aspect of methdology of teaching are analyzed.
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Dusaliev, Muysin. "SOCIAL STRUCTURE AND EDUCATIONAL LEVEL OF TEACHERS OF THE UZBEKISTAN SSR." JOURNAL OF LOOK TO THE PAST 4, no. 7 (July 30, 2021): 34–43. http://dx.doi.org/10.26739/2181-9599-2021-7-6.
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The article highlights the problems and needs of the population for education as a result of the concentration of the Soviet government on the formation of a public education system in the spirit of its socialist ideas by creating new Soviet schools and increasing their number.In November 1918,the Soviet government of Turkestan decided to separate church from state and school from church. Although the existing private old religious schools were not completely banned by this decision, the creation of new Soviet schools and the increase in their number became more and more important. It is clear that this is a sign that the system is completely politicized. The schools were divided into two levels: the first level educational institutions included the first three classes, and the second level consisted of four classes. There was also a high school with three classes. Under the conditions of that time, more primary schools were opened in the country.This article discusses the current problem in the Soviet-era public education system under the Soviet government from 1994 to 1991, as well as the impact of this problem on today's education system
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Khalidah Jamil Abdallah Algaraleh, Khalidah Jamil Abdallah Algaraleh. "Level of skills of the school principal as a supervisor resident in schools of directorates of education in Karak governorate: مستوى مهارات مدير المدرسة كمشرف مقيم في مدارس مديريات التربية والتعليم في محافظة الكرك." مجلة العلوم التربوية و النفسية 5, no. 37 (October 28, 2021): 81–64. http://dx.doi.org/10.26389/ajsrp.k180521.
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This study aimed to identify the level of skills of the school principal as a supervisor residing in the schools of directorates of education in Karak governorate. The study sample consisted of 142 managers and managers. Followed by (the school curriculum) in the first place and at a high level, came after (administrative and financial) in second place and at an average level and then came after (professional growth of teachers) in the third place and the average level, and then came after (evaluation of school work) Fourth, at an average level, while "student affairs" came last and at an average level. The results of the study showed that there are statistically significant differences in the perceptions of the members of the study sample towards the level of skills of the school principal as a resident supervisor in the schools of the governorates of Karak governorate due to the gender variable and the females benefit, and differences in experience for the benefit of the longest experience. The study recommended that school principals should take care of developing themselves and follow up on educational developments, developments related to their role as resident supervisors, increasing attention to training courses for school principals and introducing them to new developments in education, especially in the field of school administration.
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Voloshyna, Hanna. "RAISING THE LEVEL OF SPEAKING CULTURE OF SECOND YEAR PUPILS BY MEANS OF PHRASEOLOGISMS." Psychological and Pedagogical Problems of Modern School, no. 2(8) (October 27, 2022): 84–90. http://dx.doi.org/10.31499/2706-6258.2(8).2022.268058.
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Enriching the active vocabulary of younger schoolchildren is an important problem of modern secondary education institutions. In this context, Ukrainian phraseology is an effective tool, which not only enriches speech but also develops an interest in studying and learning the Ukrainian language, which is extremely important today. In addition, although phraseology is not a subject of systematic study in primary school, mastering its units in Ukrainian language lessons while studying a specific material will contribute to the enrichment of the active vocabulary of a junior high school student. Working with phraseological units makes it possible to expand the active vocabulary of a junior high school student with phraseological units, and therefore, to familiarize, first of all, with etiquette norms, with the peculiarities of Ukrainian national etiquette.The article raises the actual problem of enriching the active vocabulary of younger schoolchildren through the study of phraseological units in Ukrainian language classes. Phraseology is an effective tool that contributes to the improvement of the grammatical structure of speech and helps to master Ukrainian speech etiquette. The content aspect of concepts related to phraseology is revealed; the possibilities of using phraseological units in Ukrainian language lessons in primary grades are analyzed. Lexical-phraseological and grammatical exercises, which are offered when studying specific material, will help younger students not only to understand the meaning of certain phraseological units but also encourage them to use them in their own speech.
Keywords: phraseology; phraseologism; phraseological units; parts of speech; speech culture; active dictionary; culture of communication; primary school; grammar exercises.
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Dr. Ijaz Hussain, Irum Iqbal, and Sofia Khakwani. "Academic Environment and Students’ Learning: Causal Perspective of Secondary School Level in Dera Ghazi Khan." sjesr 5, no. 3 (September 30, 2022): 37–49. http://dx.doi.org/10.36902/sjesr-vol5-iss3-2022(37-49).
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The study aims to find out students’ perception about various aspects of academic environment at school and to depict the impact of academic environment on students’ learning. This study also discovers whether these two variables exist at the same standard in public and private sectors or there is any variation in availability or relation? The study employed descriptive survey method. The population of the study was the secondary class students of all Public and Private Secondary Schools in Dera Ghazi Khan district. Two stage random technique was adopted to determine the sample size. At first stage 10 public sector and 10 private secondary school from Dera Ghazi Khan with equal ratio of male and female schools. At the second stage 25 students from each school were randomly selected. Total sample size for the study was consisted on 500 secondary school students. The researchers used the questionnaire and an achievement test in English as data collection instruments. The collected data was analysed by calculated mean score and Standard Deviation. t-test and co relational tests were applied to find out the relation between academic environment at school and students’ learning. The study concluded that there was a positive co-relation between academic environment and students’ learning. The study also recommended that secondary school management should focus in ensuring positive academic environment at school to enhance students’ learning output and overall growth and development.
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Ma, Josef Kuo-Hsun. "The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries." International Journal of Comparative Sociology 62, no. 2 (April 2021): 115–40. http://dx.doi.org/10.1177/00207152211023540.
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Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.
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Kudła, Lucyna. "Schools of the Basilian Sisters in Jaworów during the Galician autonomy 1867-1918." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 115–27. http://dx.doi.org/10.14746/bhw.2018.38.8.
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In the second half of the nineteenth century, Galicia became an autonomous province in Austria-Hungary. In addition to political reforms, changes in education were proposed. The Polish language and teaching Poland’s history were introduced to schools. Private schools for girls were also founded with the objective of raising their level of education and preparing them for academic studies. Schools run by religious congregations played a significant role here. The schools were run mainly by Catholic orders including the Basilian Sisters of the Ukrainian Greek Catholic Church (Ordo Sancti Basilii Magni). They had their convent in Jaworów in Galicia where they established an elementary school, a teachers’ school and a boarding school for girls. Ukrainian was the language of instruction. These religious schools operated according to the same principles as state schools, taught the same subjects and used the same textbooks. School authorities carried out inspections of religious schools on an annual basis. The schools enjoyed a good reputation and offered a high level of education.
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N, Gopika, and Kaveevendan K. "Influence of English language proficiency on tertiary level education." International Journal of Research and Innovation in Social Science 06, no. 12 (2022): 89–96. http://dx.doi.org/10.47772/ijriss.2022.61210.
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English is an international language, which is essential for interpersonal communication across the world. It is considered to be a common language in the field of education, business, trade, and commerce. It is found from the research studies that imparting proficiency in the English language should begin right from the school level education. Thus, the present study was carried out to assess the influence of English language proficiency on tertiary-level education in a target undergraduate student population (second year in biological sciences) at the Faculty of Science, Eastern University, Sri Lanka. A structured questionnaire was used to collect data. Collected data were analyzed by Excel software (Windows 10.0) to assess the significant influence of English language proficiency in tertiary education. In the current study, the sex ratio (male and female) was nearly 2:1 (63% and 37%) respectively. The national school students showed a more successful rate for university entrance than provincial school. Further, the highest frequent usage of English than their mother tongue was noticed among university teachers (84%) when compared with school teachers (40%). Furthermore, the analysis showed that the majority of the students are using the English language in the university (87%), then school (40%). Most of the students were highly engaged in writing (94%), listening (83%), and reading rather than speaking skills (53%). Usage of the English language was higher (100%) in university education than in schools. Hence, the pass rate of English language proficiency was high at the tertiary level than the secondary level. Thus, this study recommends that school teachers should frequently use English in order to communicate with students while teaching.
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Hornbach, Christina M., and Cynthia C. Taggart. "The Relationship between Developmental Tonal Aptitude and Singing Achievement among Kindergarten, First-, Second-, and Third-Grade Students." Journal of Research in Music Education 53, no. 4 (December 2005): 322–31. http://dx.doi.org/10.1177/002242940505300404.
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The purpose of this study was to determine the relationship between singing achievement and developmental tonal aptitude for students in kindergarten through third grade. In addition we investigated whether singing achievement differs according to grade level or school setting. Subjects (N = 162) were randomly selected kindergarten, first-; second-, and third-grade children from schools in two different school districts. Correlations between composite singing achievement scores and scores on the Primary Measures of Music Audiation-Tortal reflected no meaningful relationships between singing achievement and developmental tonal aptitude. Two-way analysis of variance revealed no significant interaction between school and grade. However, there were significant main effects for school and grade (p <. 001). With the exception of third-grade students, older students demonstrated greater singing achievement than younger students.
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Jang, Eunah, and Hyewon Chung. "Exploring Factors Influencing Career Maturity of High School Students: Focusing on Student and School Factors." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 393–413. http://dx.doi.org/10.22251/jlcci.2022.22.11.393.
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Objectives The purpose of this study is to comprehensively verify the factors influencing students' career maturity by exploring student characteristics and their sub-areas (planning for career, self-understanding of career) and career education and career guidance activities operated by schools.
Methods Multi-level modeling(two-level) was applied to the 8th wave(2019, 11th grade) of data taken from Gyeonggi Education Panel Study(GEPS).
Results First, It was found that career maturity differs between schools. Second, the student-level variables influencing career maturity included self-esteem, self-efficacy, social self-concept, school satisfaction, parent relations, peer relations, teacher relations, reading activities, and academic stress. Third, most of the policy projects and programs operated for career guidance at the school level did not significantly affect career maturity, but career counseling with career teacher was found to have a negative effect on career maturity and career planning. Fourth, this study confirmed the statically significant interaction effect between teacher relations and career concentration curriculum.
Conclusions Based on the findings of the current study, directions and implications for improving career maturity of high school students and activating effective career education were discussed.
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Muhammad Amjad Javaid and Dr. Muhammad Hameed Nawaz. "Impact of Affective use of ICT in Teaching Mathematics at Secondary Level." sjesr 5, no. 4 (November 28, 2022): 40–46. http://dx.doi.org/10.36902/sjesr-vol5-iss4-2022(40-46).
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The government of Punjab Pakistan is taking steps to keep up the quality of education particularly at school level. There are three steps in school education in Punjab. First is Primary second is elementary and third is high school education of secondary level education. Initially government has taken steps for provision of information communication technology to its secondary level education. Almost all high schools of the government of Punjab have now been ornamented with IT labs. Most of which have smart board facility and Tabs for transmission of information. The government is working on regular basis on the task to provide numerous schemes of information communication technologies to schools particularly at secondary level. However proper teaching of every subject specially mathematics through information communication technologies is still lacking in the country especially in Punjab. Through this paper we have indicated some aspects through which we are able to decrease rote habits through Information Communication Technology. The IT Labs in the schools of Punjab is not being used by the teachers of the other subjects. So, there is very least use of IT Labs in teaching process of the other subjects in the secondary school. This paper presents the need of using ICT in other subjects especially in mathematics to build up the confidence in the teachers using ICT in teaching of mathematics. Some sort of lacking of time to the teachers in the classroom is also a base of poor teaching. Giving access to IT labs and their use to the non-IT teachers as well can be helpful in achieving the quality education at High school level. The conclusion of this paper drawn from collected data and after statistical analysis of it, suggestions have been indicated to keep up the concept building approach of mathematics students through ICT in Punjab through district Gujranwala.
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Benji-Rabinovitz, Shiran, and Izhak Berkovich. "Psychological ownership of a team of change agents during second-order change in schools and its implications for school culture." International Journal of Educational Management 35, no. 1 (September 1, 2020): 75–86. http://dx.doi.org/10.1108/ijem-05-2020-0279.
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PurposeTaking ownership is considered vital for sustaining change in organizations, particularly when second-order changes are the goal. Yet, few studies explored psychological ownership of change agents in educational organizations. Moreover, no knowledge exists on how agents' individual psychological ownership augments psychological ownership in schools and on how collective psychological ownership of change relates to school culture. The present study aims to address these two lacunae.Design/methodology/approachA case study method was adopted to investigate the psychological ownership of teams of change agents in schools. Six Israeli secondary state religious schools adopting a new liberal curricular program were studied. Thirty one interviews were conducted with principals, program coordinators, mid-level teacher leaders and teachers who were active change agents in the promotion of the program. The interviews were complemented by quantitative data on students' perceptions of school discipline and tolerance of diversity based on the national school culture survey.FindingsThe analyses revealed the prevalence of three types of psychological ownership in the sample of schools. The analyses also showed how key components of psychological ownership, i.e. responsibility and territoriality in relation to change manifest in the schools that were explored. Institution-level analysis shed light on the different effects psychological ownership of the change team had on sharing within the faculty. In addition, analyses showed how the scope of agreement between two key change agents, the program initiator and the principal, on psychological ownership affected various psychological ownership aspects of the team. Last, the analysis shows that two types of collective psychological ownership emerged in the course of a liberal school change, and that types were differently related to school outcomes.Originality/valueThe study offers an innovative typology of collective psychological ownership during second-order change in schools, mapping two ideal types: cooperative and fragmented collective psychological ownership. The new types provide a better understanding of the dynamic of collective psychological ownership and its outcomes in organizations in general and schools in particular.
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Sharma, N., F. Singh, MP Regmi, and R. Shrestha. "Behavioral Problems in School Children: Assessment of Stress in Schools." Journal of Psychiatrists' Association of Nepal 2, no. 1 (September 5, 2013): 20–25. http://dx.doi.org/10.3126/jpan.v2i1.8570.
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Introduction: Adolescence is the period in human development during which several dramatic changes at biological, social, psychological and cognitive levels take place. Hardly any research has been done in the area of adolescent’s mental health in Nepal, especially in the area of adolescent stress. In the study, an effort has been made to find the level of stress in the school students in Kathmandu. Method: Study sample was 250 students drawn from government and private schools of the valley. Self-report measures were used for the child. Student Stress Scale was used for the research. Results: This study showed that the male students of government school faced highest level of stress (413.99) in comparison to any other group of adolescents. In the same way the female students from government schools were facing lesser level of stress (307.98), than female students from Private schools (318.78). Children of the second birth order of the broken families were facing maximum level of stress (518.67). Children of the joint families were facing more stress (424.67) than children living in other types of family. Conclusion: Stress level was higher in both male and female children of mothers who were housewives and lower in the female children of working mothers. Stress level was below the cutoff range in female children of working mothers (258.09). DOI: http://dx.doi.org/10.3126/jpan.v2i1.8570 J Psychiatrists’ Association of Nepal Vol .2, No.1, 2013 20-25
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Levay, Adrienne V., Gwen E. Chapman, Barb Seed, and Hannah Wittman. "Examining school-level implementation of British Columbia, Canada’s school food and beverage sales policy: a realist evaluation." Public Health Nutrition 23, no. 8 (March 11, 2020): 1460–71. http://dx.doi.org/10.1017/s1368980019003987.
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AbstractObjective:To identify key school-level contexts and mechanisms associated with implementing a provincial school food and beverage policy.Design:Realist evaluation. Data collection included semi-structured interviews (n 23), structured questionnaires (n 62), participant observation at public events (n 3) and scans of school, school district and health authority websites (n 67). The realist heuristic, context + mechanism → outcome configuration was used to conduct the analysis.Setting:Public schools in five British Columbia (BC), Canada school districts.Participants:Provincial and regional health and education staff, private food vendors and school-level stakeholders.Results:We identified four mechanisms influencing the implementation of BC’s school food and beverage sales policy. First, the mandatory nature of the policy triggered some actors’ implementation efforts, influenced by their normative acceptance of the educational governance system. Second, some expected implementers had an opposite response to the mandate where they ignored or ‘skirted’ the policy, influenced by values and beliefs about the role of government and school food. A third mechanism related to economics demonstrated ways vendors’ responses to school demand for compliance with nutritional Guidelines were mediated by beliefs about food preferences of children, health and food. The last mechanism demonstrated how resource constraints and lack of capacity led otherwise motivated stakeholders to not implement the mandatory policy.Conclusion:Implementation of the food and beverage sales policy at the school level is shaped by interactions between administrators, staff, parent volunteers and vendors with contextual factors such as varied motivations, responsibilities and capacities.
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Hutchinson, Kevin L., and James W. Neuliep. "Commentary: Second thoughts about the measurement of communication apprehension at the elementary school level." Communication Reports 6, no. 2 (June 1993): 122–26. http://dx.doi.org/10.1080/08934219309367573.
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Olsson, Gabriella, Bitte Modin, and Sara Brolin Låftman. "Teacher-Rated School Leadership and Adolescent Gambling: A Study of Upper Secondary Schools in Stockholm, Sweden." International Journal of Environmental Research and Public Health 18, no. 18 (September 14, 2021): 9660. http://dx.doi.org/10.3390/ijerph18189660.
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So-called “effective schools” are characterised by properties such as a strong and purposeful school leadership and a favourable school ethos. In a previous study we showed that a school’s degree of teacher-rated ethos was inversely associated with student gambling and risk gambling. Building on these findings, the current study aims to examine the associations that teachers’ ratings of the school leadership share with gambling and risk gambling among students in the second grade of upper secondary school in Stockholm (age 17–18 years). Data were drawn from the Stockholm School Survey and the Stockholm Teacher Survey with information from 5191 students and 1061 teachers in 46 upper secondary schools. School-level information from administrative registers was also linked to the data. The statistical method was two-level binary logistic regression analysis. Teachers’ average ratings of the school leadership were inversely associated with both gambling (OR 0.96, 95% CI 0.93–0.998, p = 0.039) and risk gambling (OR 0.94, 95% CI 0.89–0.99, p = 0.031) among upper secondary students, whilst adjusting for sociodemographic characteristics at the student and the school level. The findings lend further support to the hypothesis that characteristics of effective schools may reduce students’ inclination to engage in gambling and risk gambling behaviours.
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Woodward, Ernest, and Patsy G. Buckner. "Reflections and Symmetrya–a Second-Grade Miniunit." Arithmetic Teacher 35, no. 2 (October 1987): 8–11. http://dx.doi.org/10.5951/at.35.2.0008.
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At Marshall Elementary School, Fort Campbell, Kentucky, students are assigned to small groups for instruction on specific mathematics topics. Assignments to these groups are made on the basis of when students are “ready” for a particular topic. The five-day mini unit described in this article was taught to a group of seven second graders and one third grader. The second graders were slightly above grade level and the third grader was slightly below grade level.
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Tafida, Amina Gogo, Bala Muhammad Dhalhatu, and Mohammed Alhaji Usman. "Confusion of the Use of Been and Being by English as Second Language Learners in Nigeria." Studies in English Language Teaching 10, no. 1 (February 17, 2022): p34. http://dx.doi.org/10.22158/selt.v10n1p34.
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English language teaching in Nigeria is faced with numerous challenges resulting in negative academic performance of students at various levels of education. Some of the challenges include unqualified and inexperienced English language teachers, inadequate space allocation for English language on the school timetable, improper teaching methods, lack of English language specialists to teach the various aspects of English, giving emphasis to some aspects of the language than the other among others. The paper takes a look at the confusion of the use of been and being by English as second language learners which might be due to less emphasis given to that aspect of the language during the teaching/ learning process. A test containing 30 questions was administered on two groups of schools- public and private. In each of the schools, some SS3 and JSS3 students were sampled for the study and the results show significant error margins of more 50% in the two sets of respondents. Tables and pie charts were used to show the findings. The major findings of the study show that: the verb forms, ‘been and being’ are confusing to English as second language learners especially at secondary school level; there is significant difference in the level of confusion in the use of been and being by students in public and private secondary schools in Minna metropolis and there is significant difference in the level of confusion in the use of been and being by senior secondary school students in public and private schools among others. Some of the recommendations offered are: the teaching of language forms should be accompanied by numerous real life examples; Language teaching should progress from known to unknown; it is essential to use substitution tables to provide the learner with enough practice on language use; and that qualified English language teachers should be employed to teach English language. These findings and recommendations are expected to improve the teaching and learning of English as second language.
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Perdana, Riki, Riwayani Riwayani, Jumadi Jumadi, and Dadan Rosana. "Modification level and test of scientific argumentation skill: Development and validity." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 769. http://dx.doi.org/10.11591/ijere.v9i3.20594.
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This study focuses on developing the new level of scientific argumentation skills and new items that are feasible and valid for used. There are 195 science students at Islamic State School 1 (MAN 1) Yogyakarta as participant in this study. Random sampling technique was used from the three schools of Islamis State School (MAN) in Yogyakarta, Indonesia. There are seven experts (3 Professor, 2 teachers, and 2 graduate students) reviewed 14 items for the first phase of this study. For the second phase, 98 students answered 14 questions which each questions contain five point (claim, data, backing, warrant and rebuttal). For the third phase, after choosed the best five 5 questions, We asked the others (97 students) to answer those questions. The modification of the level of scientific argumentation skills indicates the ability of students is still low. At level 1 (claims) there were only 38.9% students, level 2 (data) were 21.6% students, level 3 (warrants) 16.6% students, level 4 (backing) 16.2% while level 5 (rebuttal) is the most difficult, for students’ users only by 4.2%. Based on the findings, the test can measure and show with a separate level of students' scientific argumentation skill in this school.
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Abadi, Mansurni, Ma’aratuni Binti Haji Shalihah, Suciati Binti Haji Ramdani, and Isabelle Emiral Vladoui. "Measuring Anxiety Level of Learning English Language among Refugee Teenagers in Malaysia." IJECA (International Journal of Education and Curriculum Application) 5, no. 3 (December 1, 2022): 274. http://dx.doi.org/10.31764/ijeca.v5i3.11163.
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Owing to legislative restrictions, Malaysia cannot provide education for refugee children. Instead, the state invites numerous parties, including NGOs, to construct alternative refugee schools. Because education for refugees is an alternative, the goal is directed at practical skills to help refugees work and integrate with Malaysian society or the following country for future resettlement. All of Malaysia's alternative schools for refugees place a strong emphasis on English language acquisition. Even with free education, refugee children struggle to learn English as a Second Language. Psychological phenomena, such as language anxiety, trigger obstacles in learning English. However, learning about language anxiety in the context of alternative education in Malaysia has rarely been studied. Using the mixed-method methodology (MMR) brings about post-positivism and interpretivism. This study had two goals: (1) bridging research gaps on anxiety in learning English as a second language from the viewpoint of alternative school actors and students in refugee communities; and (2) providing solutions for alternative education for refugee communities in Malaysia to understand and address foreign language anxiety. Our study focuses on refugee students from three alternative schools in Klang Valley: the United Learning Center (ULC), Save School Malaysia, and Refugee Academy. The quantitative technique used 92 students to complete the English language classroom anxiety scale (ELCAS), derived from the Foreign Language Classroom Scale (FLCAS). In addition, we interviewed two persons and one teacher from each school for the qualitative approach. For data analysis, we used SPSS 19 for a quantitative and interpretive approach to the qualitative data. Qualitative results indicate that refugee children from three Klang Valley alternative schools experienced medium foreign language learning anxiety. Most refugee children were anxious about English courses, regardless of gender or stream group, emphasizing the necessity for educators and other stakeholders to understand refugee children's anxiety levels and take action with extensive knowledge of anxiety and compassion. Counsellors must also work with teachers to create interventions to assist refugee children in handling their anxiety while studying English. Finally, instructors must use fascinating teaching approaches to minimize refugee children's anxiety, motivate them with emphaty and compassion,and avoid overcorrection.
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Jung, Byongsam. "Teaching-Learning Activities that Significantly Influence the Academic Achievement of High School Students in the Pandemic Situation: Multilevel Structural Equation Modeling." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 167–83. http://dx.doi.org/10.22251/jlcci.2022.22.22.167.
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Objectives The purpose of this study is to analyze the effect of teaching-learning activities of teachers and students on academic achievement of high school students at the student level and the teacher level in the COVID-19 pandemic situation. To this end, two research hypotheses were established based on previous studies, and first, at the student level, self-regulated learning and subject value recognition will have a significant effect on academic achievement through academic efforts. Second, at the school level, remote class preparation, feedback provision, learning data provision, and communication efforts will have a significant effect on self-regulated learning, subject value recognition, academic effort, and academic achievement.
Methods To this end, the data of 10,526 students from 212 high schools who took the national level academic achievement evaluation were analyzed using a multi-layered structural equation model. Based on Brookhart's classroom evaluation model, the model used self-regulated learning, learning attitude, and subject value recognition as predictive variables at the student level, and academic achievement as dependent variables. At the school level, remote class preparation, feedback, learning material provision, and communication effort were used as independent variables, and self-regulated learning, subject value recognition, academic effort, and academic achievement were used as dependent variables.
Results As a result of the analysis, both research hypotheses were statistically supported, and first, self-regulated learning and subject value recognition at the student level had a significantly positive effect on academic achievement through academic effort. Second, at the school level, providing feedback and providing learning materials had a significantly positive effect on self-regulated learning, subject value recognition, academic effort, and academic achievement.
Conclusions In the situation of COVID-19 Pendemic remote classes, self-regulated learning and subject value recognition at the student level have a significant impact on academic achievement through academic efforts. Second, at the school level, providing feedback from teachers and providing learning materials have a significant effect on self-regulated learning, subject value recognition, academic effort, and academic achievement.
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Cadrall, Muryanti, Mahdum Mahdum, and M. Nababan. "AN ANALYSIS ON CALP IN REPORT TEXT FOR SECOND GRADE SENIOR HIGH SCHOOL." JOURNAL OF SOCIAL SCIENCE RESEARCH 5, no. 2 (September 23, 2014): 953–59. http://dx.doi.org/10.24297/jssr.v5i2.6327.
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This study was about the existence of CALP (academic words) in report text for second grade senior high school. The aim of this study was to find out 1) the percentage and 2) the frequency of academic words (CALP words) contained in report text used for second grade senior high school. Six report texts from three different publishers were chosen through purposive sampling. The analysis was based on the Academic Word List (AWL) which comprises of 10 level of frequency, from the highest (level 1) to the lowest (level 10). It was found that there were 33 academic words in the six report texts, and 12 of them or 36.37% belong to level 1. It implies that most academic words contained in the texts belong to the highest frequency level. Based on the result, it is recommended for teachers to concern more on material selection to fulfill students need in academic words.
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R. Alshammari, Sahal. "Checking the Reliability of English as a Second Language Learners’ Aptitude: The Use of Achievement Tests as Predictors." Arab World English Journal 13, no. 2 (June 24, 2022): 3–16. http://dx.doi.org/10.24093/awej/vol13no2.1.
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In Saudi Arabia, high school education has always been blamed for students’ weaknesses in the English language. Teachers have been accused of overestimating students’ scores in English language courses, resulting in evaluations that do not reflect the students’ real levels. Consequently, students believe that they are good enough at English and can survive in an English program at the college level when they are not. The paper is an attempt to bridge the gap between learning English in public schools and at college level. It will try to answer a significant question about whether students’ scores in high school and preparatory years are able to predict their performances at the college level — particularly students majoring in English language. It also explores the factors that affect university students’ GPAs who are majoring English. A total of 107 students participated in the study by providing their grades in the three levels and responding to a survey to explore their attitudes toward activities that encourage them to learn English in the Saudi Arabian education system. The results showed that high school and preparatory year grades aligned with only a small number of the participants’ college grades. This indicates that earlier grades cannot predict students’ performances at the university level. Moreover, the results confirm the dominance of the grammar-translation method in teaching English at all three levels. Finally, the results confirm a strong correlation between practicing more activities and improving second language learning. More research is required to explore the factors that influence students’ English learning. Keywords: achievement test, English as a second language, high school, preparatory year, Saudi second language learners.
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Meehan, Amalee, and Glorianne Borg Axisa. "How school ethos influences the integration of newly arrived migrant students into second level schools in Ireland and Malta." International Journal of Educational Research Open 3 (2022): 100210. http://dx.doi.org/10.1016/j.ijedro.2022.100210.
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Wong, Alice Su Chu, Jocelyn Yee Vun Lee, Marianne Fung, and Octavia Willibrord. "Vocabulary Size of Malaysian Secondary School Students." International Journal of Modern Languages And Applied Linguistics 3, no. 4 (December 2, 2019): 27. http://dx.doi.org/10.24191/ijmal.v3i2.7364.
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Vocabulary plays a vital role in second language acquisition and is crucial in comprehension of various texts. Without a threshold level of vocabulary proficiency, English Language Learners (ELLs) will have difficulties in processing texts. Indeed, it is well conceded that vocabulary is a good predictor of second language proficiency. While sizable studies have examined ELLs reading skills, little is known about the vocabulary size of Malaysian secondary school students. The current work is part of a larger study that examines the relationship between vocabulary size and critical reading ability. It aims to investigate ELL secondary school students’ vocabulary level and determine whether they are equipped with sufficient vocabulary proficiency for tertiary level education. Eighty-five (85) participants from a public school in Kota Kinabalu, Sabah were involved in the study. A set of receptive vocabulary test was administered during a two-period lesson. Results showed that most of the participants have not mastered vocabulary proficiency beyond the 2000-word level. The findings have pedagogical implications for the teaching of vocabulary at the secondary school level.
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Huisman, Chip, and Jeroen Bruggeman. "The social network, socioeconomic background, and school type of adolescent smokers." International Journal of Behavioral Development 36, no. 5 (June 13, 2012): 329–37. http://dx.doi.org/10.1177/0165025412444078.
Full textAbstract:
The aim of this study is to examine the role of Dutch second grade (age 13–14) high school peer networks in mediating socioeconomic background and school type effects on smoking behavior. This study is based on a longitudinal design with two measurement waves at five different high schools, of the complete networks of second grader friendships, as well as their smoking behavior, school type, and parents’ educational level. The analysis is done by simulation investigation for empirical network analysis (SIENA) modeling that can control for friendship selection on the basis of smoking similarity when assessing friends’ influence on smoking. The findings show that, when controlling for friendship selection, the influence of friends still plays a significant role in adolescent smoking behavior, and suggests that socioeconomic background and school type effects on smoking are mediated by the friendship networks at school.
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Jeongho [John], Lee, and Jeong Jin Woo. "Explanatory Factors for the Uneven Implementation of Charter School Policy." Korean Journal of Policy Studies 27, no. 1 (April 30, 2012): 153–72. http://dx.doi.org/10.52372/kjps27108.
Full textAbstract:
Charter schools are regarded as the fastest growing and most impressive innovative institution in public education in Colorado. However, a charter school policy has been unevenly implemented across Colorado school districts. This study aims to clarify what conditions lead to this uneven implementation. To examine the efforts of Colorado school districts to innovate within the conventional public school system, it analyzes several hypotheses based on the diffusion model and socioeconomic factors with an ordinary least squares regression model. Statistical analysis demonstrates that three predictor variables-diffusion, educational level, and alternative innovation-positively influence the social phenomenon that each Colorado school district shows different efforts in the implementation of charter school policy. Among them, the number of alternative schools is the strongest regressor, and the existence of neighboring school districts with charter schools is the second strongest regressor that exerts powerful effects to account for the wide variance in the implementation of Colorado school districts` charter school policy.
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Tarr, James E., Douglas A. Grouws, Óscar Chávez, and Victor M. Soria. "The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses." Journal for Research in Mathematics Education 44, no. 4 (July 2013): 683–729. http://dx.doi.org/10.5951/jresematheduc.44.4.0683.
Full textAbstract:
We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. We constructed 3-level hierarchical linear models of scores on 3 end-of-year outcome measures: a test of common objectives, an assessment of problem solving and reasoning, and a standardized achievement test. Students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the standardized achievement test. Significant student-level predictors included prior achievement, gender, and ethnicity. At the teacher level, in addition to Curriculum Type, the Opportunity to Learn and Classroom Learning Environment factors demonstrated significant power in predicting student scores, whereas Implementation Fidelity, Teacher Experience, and Professional Development were not significant predictors.
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Borman, Geoffrey D., Robert E. Slavin, Alan C. K. Cheung, Anne M. Chamberlain, Nancy A. Madden, and Bette Chambers. "Final Reading Outcomes of the National Randomized Field Trial of Success for All." American Educational Research Journal 44, no. 3 (September 2007): 701–31. http://dx.doi.org/10.3102/0002831207306743.
Full textAbstract:
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarchical linear model analyses of all three outcomes for both samples revealed statistically significant school-level effects of treatment assignment as large as one third of a standard deviation. The results correspond with the Success for All program theory, which emphasizes both comprehensive school-level reform and targeted student-level achievement effects through a multi-year sequencing of literacy instruction.