Articles de revues : « Education, Secondary – Cross-cultural studies »

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Crowe, Frederick E. « Post-Secondary Education ». Lonergan Workshop 5, n^o 9999 (1985) : 109–32. http://dx.doi.org/10.5840/lw19855supplement19.

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Hue, Ming-Tak. « Cross-cultural experiences of immigrant students from Mainland China in Hong Kong secondary schools ». Ethnography and Education 3, n^o 3 (septembre 2008) : 229–42. http://dx.doi.org/10.1080/17457820802305469.

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TenHouten, Warren D. « Application of Dual Brain Theory to Cross-Cultural Studies of Cognitive Development and Education ». Sociological Perspectives 32, n^o 2 (juin 1989) : 153–67. http://dx.doi.org/10.2307/1389094.

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

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Seginer, Rachel, Gisela Trommsdorff et Cecilia Essau. « Adolescent Control Beliefs : Cross-cultural Variations of Primary and Secondary Orientations ». International Journal of Behavioral Development 16, n^o 2 (juin 1993) : 243–60. http://dx.doi.org/10.1177/016502549301600208.

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

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Estivalèzes, Mireille. « The Role of Religious Studies in French Secondary Education ». NTT Journal for Theology and the Study of Religion 61, n^o 4 (18 novembre 2007) : 343–52. http://dx.doi.org/10.5117/ntt2007.61.343.esti.

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

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Ghemigian, A., I. Popescu, E. Petrova et A. Buruiană. « Endocrine secondary hypertension ». Romanian Medical Journal 62, n^o 3 (30 septembre 2015) : 222–28. http://dx.doi.org/10.37897/rmj.2015.3.2.

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

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Andreassen, Bengt-Ove. « Religion Education in Norway : Tension or Harmony between Human Rights and Christian Cultural Heritage ? » Temenos - Nordic Journal of Comparative Religion 49, n^o 2 (23 janvier 2014) : 137–64. http://dx.doi.org/10.33356/temenos.9544.

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

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Soriano-Ayala, Encarna, et Manuel José López-Martínez. « Mass media and intercultural education at Secondary School ». Comunicar 10, n^o 20 (1 mars 2003) : 69–77. http://dx.doi.org/10.3916/c20-2003-10.

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

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PANTIUK, Mykola, Liliya STAKHIV, Vasyl STAKHIV et Suzanna VOLOSHIN. « Environmental education among students in general secondary education institutions according to the ecocentric paradigm ». Humanities science current issues 2, n^o 49 (2022) : 132–38. http://dx.doi.org/10.24919/2308-4863/49-2-22.

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Adams, Britt, Tammy Schellens et Martin Valcke. « Promoting adolescents’ moral advertising literacy in Secondary Education ». Comunicar 25, n^o 52 (1 juillet 2017) : 93–103. http://dx.doi.org/10.3916/c52-2017-09.

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

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Φέρμελη, Γ., et Α. Μαρκοπούλου-Διακαντώνη. « GEOSCIENCES IN THE CURICULLA AND STUDENTS BOOKS IN SECONDARY EDUCATION ». Bulletin of the Geological Society of Greece 36, n^o 2 (23 juillet 2018) : 639. http://dx.doi.org/10.12681/bgsg.16769.

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

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SHVETS, Tetiana. « Foreign experience of peer tutoring in the secondary education system ». Humanities science current issues, n^o 50 (2022) : 439–44. http://dx.doi.org/10.24919/2308-4863/50-69.

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Pérez, Amparo, Genoveva Ramos et Emelina López. « Classroom social climate : Differentiated perception of compulsory secondary education students ». Cultura y Educación 22, n^o 3 (1 octobre 2010) : 259–81. http://dx.doi.org/10.1174/113564010792929957.

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Etxeberria, Felix, Hilario Murua, Elisabet Arrieta, Joxe Garmendia et Juan Etxeberria. « Prejudices against immigrants in secondary school ». Intercultural Education 26, n^o 5 (3 septembre 2015) : 339–60. http://dx.doi.org/10.1080/14675986.2015.1093369.

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Leung, Yan Wing, Timothy Wai Wa Yuen et Yiu Kwong Chong. « School‐based human rights education : case studies in Hong Kong secondary schools ». Intercultural Education 22, n^o 2 (avril 2011) : 145–62. http://dx.doi.org/10.1080/14675986.2011.567072.

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Sándorová, Zuzana. « Developing Intercultural Competence at Slovak Secondary Schools ». Journal of Intercultural Communication 21, n^o 3 (12 juillet 2022) : 1–13. http://dx.doi.org/10.36923/jicc.v21i3.17.

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

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Moreno-Guerrero, Antonio-José, Rebeca Soler-Costa, José-Antonio Marín-Marín et Jesús López-Belmonte. « Flipped learning and good teaching practices in secondary education ». Comunicar 29, n^o 68 (1 juillet 2021) : 107–17. http://dx.doi.org/10.3916/c68-2021-09.

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

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Fančovičová, Jana, et Pavol Prokop. « EXAMINING SECONDARY SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT THE HUMAN BODY : CORRELATIONS BETWEEN THE METHODS OF DRAWING AND OPEN-ENDED QUESTIONS ». Journal of Baltic Science Education 18, n^o 4 (3 août 2019) : 549–57. http://dx.doi.org/10.33225/jbse/19.18.549.

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

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TVERDOKHLIB, Tetiana, et Nataliia SKRYPNYK. « Academic integrity in the context of civic education of students in higher and general secondary education ». Humanities science current issues 3, n^o 38 (2021) : 168–73. http://dx.doi.org/10.24919/2308-4863/38-3-29.

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Stockdale, Fiona. « Finding Voice : Debating in Secondary School English ». Changing English 27, n^o 3 (22 juin 2020) : 285–94. http://dx.doi.org/10.1080/1358684x.2020.1777532.

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Vidal-Albelda, Borja, et Vladimir E. Martínez-Bello. « Representation of bodies with and without disabilities in secondary school physical education textbooks ». Sport in Society 20, n^o 7 (23 août 2016) : 957–68. http://dx.doi.org/10.1080/17430437.2016.1221937.

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

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Dillon, Deborah R., David G. O'Brien, Elizabeth B. Moje et Roger A. Stewart. « Literacy learning in secondary school science classrooms : A cross-case analysis of three qualitative studies ». Journal of Research in Science Teaching 31, n^o 4 (avril 1994) : 345–62. http://dx.doi.org/10.1002/tea.3660310405.

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Coelho, Patrícia Margarida Farias, Marcos Rogério Martins Costa et Rodrigo Otávio dos Santos. « EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY : A CASE STUDY OF WATTPAD ». Cadernos de Pesquisa 49, n^o 173 (septembre 2019) : 156–81. http://dx.doi.org/10.1590/198053146172.

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

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Brady, Monica. « The Role of Play in Secondary English Classrooms ». Changing English 25, n^o 3 (3 juillet 2018) : 221–32. http://dx.doi.org/10.1080/1358684x.2018.1480894.

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Mitchell, Richard C., et Shannon A. Moore. « Muse, Ruse, Subterfuge : TransdisciplinaryPraxisin Ontario's Post-Secondary Bricolage ? » Review of Education, Pedagogy, and Cultural Studies 37, n^o 5 (20 octobre 2015) : 393–413. http://dx.doi.org/10.1080/10714413.2015.1091257.

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Harju-Autti, Raisa, et Hanna-Maija Sinkkonen. « Supporting Finnish Language Learners in Basic Education : Teachers' Views ». International Journal of Multicultural Education 22, n^o 1 (11 avril 2020) : 53. http://dx.doi.org/10.18251/ijme.v22i1.2077.

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

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Yuen, Celeste Yuet-Mui. « Towards inclusion of cross-boundary students from Mainland China in educational policies and practices in Hong Kong ». Education, Citizenship and Social Justice 6, n^o 3 (27 octobre 2011) : 251–64. http://dx.doi.org/10.1177/1746197911417416.

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

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Sunal, Cynthia Szymanski, Dennis W. Sunal, Ruqayyatu Rufai, Ahmed Inuwa et Mary E. Haas. « Perceptions of Unequal Access to Primary and Secondary Education : Findings from Nigeria ». African Studies Review 46, n^o 1 (avril 2003) : 93. http://dx.doi.org/10.2307/1514982.

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Latifah, Siti Sangadatul, Moh Arif Mahbub et Ismaili Ismaili. « The practices of English in Indonesian secondary education : A sequential explanatory study ». Journal of Research on English and Language Learning (J-REaLL) 3, n^o 1 (25 février 2022) : 43. http://dx.doi.org/10.33474/j-reall.v3i1.14237.

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

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BONDARENKO, Victoria, Artem TSOMKALO et Gennadiy SHYSHKIN. « Fundamentals of nanophysics and nanotechnologies in secondary and higher pedagogical education institutions ». Humanities science current issues 1, n^o 43 (2021) : 198–204. http://dx.doi.org/10.24919/2308-4863/43-1-29.

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Sekere, Bihela. « Secondary Education for San Students in Botswana : A New Xade Case Study ». Diaspora, Indigenous, and Minority Education 5, n^o 2 (13 avril 2011) : 76–87. http://dx.doi.org/10.1080/15595692.2011.559772.

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KUCHERENKO, Alla. « Infommedia literacy formation in history lessons at secondary school ». Humanities science current issues 1, n^o 42 (2021) : 312–17. http://dx.doi.org/10.24919/2308-4863/42-1-44.

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Cantwell, Joanna. « ConstructingMacbeth : Text and Framing in a Secondary Urban Classroom ». Changing English 21, n^o 1 (2 janvier 2014) : 24–31. http://dx.doi.org/10.1080/1358684x.2013.875746.

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Lodge, Wilton George. « ‘What’s in a name ? The power of the English language in secondary school science education’ ». Cultural Studies of Science Education 15, n^o 1 (4 juin 2019) : 287–301. http://dx.doi.org/10.1007/s11422-019-09941-y.

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HUANG, GARY G., et STANLEY S. WENG. « Minority Post‐secondary Education Attendance, High School Desegregation, and Student Characteristics ». Race Ethnicity and Education 1, n^o 2 (octobre 1998) : 241–65. http://dx.doi.org/10.1080/1361332980010207.

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Anselme, Marina L., et Catriona Hands. « Access to Secondary and Tertiary Education for All Refugees : Steps and Challenges to Overcome ». Refuge : Canada's Journal on Refugees 27, n^o 2 (18 janvier 2012) : 89–96. http://dx.doi.org/10.25071/1920-7336.34725.

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

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Rincón, Velia, et Leah Hollis. « Cultural code-Switching and Chicana/O post-secondary student persistence : A hermeneutic phenomenological analysis ». Journal of Latinos and Education 19, n^o 3 (24 juillet 2018) : 232–45. http://dx.doi.org/10.1080/15348431.2018.1499516.

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Lambert, Kirsten, Peter R. Wright, Jan Currie et Robin Pascoe. « Data-Driven Performativity : Neoliberalism's Impact on Drama Education in Western Australian Secondary Schools ». Review of Education, Pedagogy, and Cultural Studies 37, n^o 5 (20 octobre 2015) : 460–75. http://dx.doi.org/10.1080/10714413.2015.1091260.

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OSWALD, Dr RUDAHIGWA. « FACTORS AFFECTING JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS IN RWANDA ». International Journal of Social Sciences and Management Review 05, n^o 04 (2022) : 26–46. http://dx.doi.org/10.37602/ijssmr.2022.5403.

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

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Fan, Nengwei, et Qin Liu. « Vocabulary Research of English Textbooks for Primary and Secondary Schools ». Journal for the Study of English Linguistics 10, n^o 1 (29 mai 2022) : 13. http://dx.doi.org/10.5296/jsel.v10i1.19909.

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

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Coltuc, Radu-Valentin, Mihai Cezar Popescu et Victor Stoica. « Statins, an important tool in primary and secondary cardiovascular prevention ». Romanian Medical Journal 63, n^o 1 (31 mars 2016) : 12–16. http://dx.doi.org/10.37897/rmj.2016.1.3.

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

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SENCHYNA, Natalia. « Organization of reflective activities of students in modern secondary school ». Humanities science current issues 3, n^o 43 (2021) : 195–200. http://dx.doi.org/10.24919/2308-4863/43-3-32.

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Duck, Paul. « ‘An Invested Interest in Language’ : Literary Practice in Secondary Classrooms ». Changing English 26, n^o 2 (18 mars 2019) : 117–36. http://dx.doi.org/10.1080/1358684x.2019.1584849.

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Llewellyn, Kristina R. « Performing Post-War Citizenship : Women Teachers in Toronto Secondary Schools ». Review of Education, Pedagogy, and Cultural Studies 28, n^o 3-4 (décembre 2006) : 309–24. http://dx.doi.org/10.1080/10714410600873217.

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Carter, Laura. « ‘Experimental’ secondary modern education in Britain, 1948–1958 ». Cultural and Social History 13, n^o 1 (2 janvier 2016) : 23–41. http://dx.doi.org/10.1080/14780038.2015.1088710.

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Rueda, Claudia. « ¡A La Huelga ! Secondary Students, School Strikes, and the Power of Educational Activism in 1970s Nicaragua ». Americas 77, n^o 4 (octobre 2020) : 601–31. http://dx.doi.org/10.1017/tam.2020.3.

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

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KOSTENKO, Larysa, et Tetyana OKOLNYCHA. « Aesthetic education of students of secondary education institutions in extracurricular activities in Henderson Guberniya (second half of XIX – early XXI) ». Humanities science current issues, n^o 51 (2022) : 564–69. http://dx.doi.org/10.24919/2308-4863/51-85.

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Dryden-Peterson, Sarah. « The Politics of Higher Education for Refugees in a Global Movement for Primary Education ». Refuge : Canada's Journal on Refugees 27, n^o 2 (18 janvier 2012) : 10–18. http://dx.doi.org/10.25071/1920-7336.34718.

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

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KUSHPIT, Uliana. « Training teachers of secondary and vocational schools to provide integrated learning ». Humanities science current issues 3, n^o 47 (2022) : 176–80. http://dx.doi.org/10.24919/2308-4863/47-3-28.

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