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Relevant bibliographies by topics / Citizenship Education, Secondary

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Academic literature on the topic 'Citizenship Education, Secondary'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Citizenship Education, Secondary"

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Perry, George S. "Designing Citizenship Education Programs for Urban Secondary Schools." NASSP Bulletin 76, no. 546 (October 1992): 13–18. http://dx.doi.org/10.1177/019263659207654604.

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Kenioua, M. "The citizenship and its relationship with the social responsibility among physical education teachers." Pedagogy of Physical Culture and Sports 24, no. 2 (April 30, 2020): 59–63. http://dx.doi.org/10.15561/26649837.2020.0202.

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Purpose: The study aimed to know the level of citizenship and the level of social responsibility among the teachers of physical education and examine the relationship between the citizenship and the social responsibility. Material: The participants were 49 physical educations teachers’ (male) from middle schools. The citizenship and the social responsibility scales were used as search tools. Results: the level of citizenship and social responsibility is high among teachers of physical education, and there is a positive correlation between citizenship and social responsibility. Conclusion: To enrich the results of this study it is better to do other studies in the future, such as a comparative study on citizenship among teachers of physical education in the middle and secondary stage, a study on citizenship and its relationship to cultural and social background.

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Whiteley, P. "Does Citizenship Education Work? Evidence from a Decade of Citizenship Education in Secondary Schools in England." Parliamentary Affairs 67, no. 3 (December 13, 2012): 513–35. http://dx.doi.org/10.1093/pa/gss083.

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Leenders, Hélène, Wiel Veugelers, and Ewoud De Kat. "Teachers' views on citizenship education in secondary education in The Netherlands." Cambridge Journal of Education 38, no. 2 (June 2008): 155–70. http://dx.doi.org/10.1080/03057640802063106.

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Hookway, Susanna. "Citizenship Education and Religious Literacy." Journal of Education and Christian Belief 4, no. 1 (March 2000): 23–35. http://dx.doi.org/10.1177/205699710000400106.

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CONSENSUS IS INADEQUATE as a basis for values in the framework for Citizenship Education in Secondary Schools in England. In contrast, Religious Education has a distinctive contribution to make through giving students an informed vision based on religious literacy. This is discussed with reference to ‘capital letter words’ which are invested with meaning by coherent world-views. RE gives pupils points of reference beyond consensus, enabling them to understand both their own and other world-views, equipping and motivating them to live as effective citizens. The Warwick Project and the Stapleford Project are evaluated as examples of this contribution.

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Martin, Leisa A. "Elementary and Secondary Teacher Education Students' Perspectives on Citizenship." Action in Teacher Education 30, no. 3 (October 2008): 54–63. http://dx.doi.org/10.1080/01626620.2008.10463502.

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Geboers, Ellen, Femke Geijsel, Wilfried Admiraal, and Geert ten Dam. "Citizenship orientations and knowledge in primary and secondary education." Social Psychology of Education 18, no. 4 (March 11, 2015): 749–67. http://dx.doi.org/10.1007/s11218-014-9265-7.

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Calvert, Mike, and Gary Clemitshaw. "Implementing Citizenship into the English Secondary School Curriculum." Pastoral Care in Education 21, no. 3 (September 2003): 3–12. http://dx.doi.org/10.1111/1468-0122.00264.

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Mead, Nick. "Conflicting concepts of participation in secondary school Citizenship." Pastoral Care in Education 28, no. 1 (March 2010): 45–57. http://dx.doi.org/10.1080/02643940903535959.

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Coopmans, Manja, Geert Ten Dam, Anne Bert Dijkstra, and Ineke Van der Veen. "Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands." Social Sciences 9, no. 9 (September 10, 2020): 157. http://dx.doi.org/10.3390/socsci9090157.

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We still have only a limited understanding of the effectiveness of schools in promoting citizenship, the factors explaining this effectiveness and the way in which these aspects interact. Using elaborate cross-sectional data from students, teachers, team leaders and school leaders at 78 Dutch secondary schools, this study empirically examines a school effectiveness model of citizenship education in order to achieve a more comprehensive explanation of citizenship competence acquisition. Using multilevel structural equation models, we analyze direct and indirect school-level predictors of student knowledge, attitudes and self-evaluated skills regarding citizenship. Four aspects of citizenship education are examined: the school’s policies regarding citizenship education, its teaching practices, and its professional and pedagogical learning environment (i.e., teaching community and classroom climate). With respect to school policies, positive effects are found for the attention paid to citizenship education in staff meetings. The professional learning environment is related to students’ citizenship competences mainly indirectly, via the average classroom climate. Effects of teaching practices vary: more emphasis on monitoring is more frequently found at schools with lower average levels of citizenship competences, whereas schools that let students choose their own topics in class have on average higher levels of citizenship competences.

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Dissertations / Theses on the topic "Citizenship Education, Secondary"

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Wai, Kit-lan Anita, and 衛潔蘭. "Citizenship education in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27594154.

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Hudson, Anne. "Implementing citizenship education in a secondary school community." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/293/.

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This thesis uses a case study to investigate the impact on a whole school community of a special focus on citizensbip. It begins by exploring conflicting meanings attributed to citizenship and citizenship education. It goes on to adopt an understanding of citizenship as involving a set of relationships between rights, duties, participation and identity. The discourse about globalisation and the debate as to whether it represents a new reality or a continuation of existing trends is explored. The thesis contends that globalisation. poses important challenges and threats which make citizenship education an urgent necessity in the twenty-first century. It recommends a transformative, creconstructive' approach and explores the extent to which this is feasible in the context of government policies affecting schools and society in England during the period 1999 - 2003. It suggests that there are factors in these policies which promote and factors which hinder an empowering approach to school citizenship. The study uses a framework developed by Wenger (2001) to analyse the school as a community of practice for citizenship. It draws on his idea that communities of practice are characterised by the way they manifest: 1) Meaning 2) Practice 3) Community: 4) Identity The analysis draws on school documents, surveys of student opinion and interviews with students and teachers. Over 100 students' written responses to questions about 'making a difference'were also analysed. For purposes of triangulation, the study also takes account of observations and comments in reports made by inspectors who visited the school twice during the time of the project. The study found that students had begun to see citizenship education as being useful from a global and multicultural perspective, a local perspective, as democratic representation,as participative learning, for developing economic awareness and for challenging racism. In addition, the project had shown its potential to transform relationships within the school so that it was beginning to become a community of practice for citizenship. Significantly, it had affected the young people's sense of identity and promoted their notion of agency.

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Trimnell, Rebecca. "Citizenship, education, environment : a case study of English secondary schools." Thesis, Open University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446114.

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Figueroa, Iberico Ángela María. "Strengthening citizenship education in secondary school: a service- learning proposal." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117576.

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To form people that develop in an active and compromised way their citizenship to solve community and country problems is the objective of our present education. However some specialists observe mistakes in our civic education noticing that it needs an integral and structural change. School is the perfect place to constantly practice citizenship through the practice of values, capacities and abilities that allow students interact among them, with their authorities and with society members. In this article, it presents a service-learning proposal which links learning and solidarity service in order to apply the acquired knowledge in the classroom for community service developing competences in daily contexts.
Formar personas capaces de ejercer su ciudadanía de una manera activa y comprometida para afrontar los problemas de la comunidad y del país es un propósito en la educación actual, sin embargo, algunos especialistas observan fallas en la formación ciudadana advirtiendo que precisa de un cambio integral y estructural. La escuela es el espacio de convivencia idóneo para el ejercicio permanente de la ciudadanía a través de la práctica de valores, capacidades yhabilidades que permiten a los alumnos interactuar entre ellos, con sus autoridades y con los miembros de la sociedad. En el presente artículo se plantea una propuesta de aprendizaje-servicio, que vincula el aprendizaje y el servicio solidario, para aplicar los conocimientos adquiridos en el aula al servicio de la comunidad, desarrollando competencias en contextos cotidianos.

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Allen, Eileen Marie. "Citizenship education the search for meaningful delivery within an English high school /." Connect to e-thesis, 2008. http://theses.gla.ac.uk/697/.

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Thesis (Ph.D.) - University of Glasgow, 2008.
Ph.D. thesis submitted to the Department of Educational Studies, Faculty of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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Leal, Tejeda Paula Alejandra. "Students' understandings of citizenship and citizenship education in selected public and private secondary schools in Chile." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/81412/.

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This study is justified by a renewed interest in citizenship in both the international and the Chilean education context. Throughout history, it has often been difficult to conceptualise citizenship, but there is a consensus that it is a desirable status and condition, and that education plays a crucial role in the development of citizenship. Approaches from which to understand and implement citizenship education are also diverse. Research on civics and citizenship education has been conducted worldwide and in Chile, especially in the last decades. These studies and the revived importance of citizenship, the globalised scenario and the new context of democracy after the dictatorship of Augusto Pinochet (1973-1990), have prompted governments to review citizenship education in Chile, design curriculum reforms to make it more relevant to students, and help them to develop the competences needed to practise their citizenship. However, there is still a lack of research that explores citizenship education in Chile and takes students' views as a priority, particularly in secondary schools. This study provides insights into what secondary school students understand by citizenship and citizenship education in Chile, and how the education system through the curriculum and particular types of school, influences those understandings. A qualitative case study was conducted in one city in southern Chile over five months in 2013, with grade 12 students (aged 17-18), their head teachers, teachers of the subject History, Geography and Social Sciences, and their parents. Two secondary schools, one public-secular and one private faith-based, were chosen as they portrayed the current situation of citizenship education in provinces in Chile and helped to compare different types of schools regarding the delivery of citizenship education. Study findings show that students' understandings of citizenship and citizenship education are influenced by the intended and implemented curriculum. Even when several reforms on education have been carried out, the discourses, ideologies and objectives embedded in official government education policy documents have not significantly changed in the last two decades. One explanation is that the policy-makers involved in the enactment of reforms are influenced by ideologies of groups that seek to maintain unequal relations of power. What students understand by citizenship and citizenship education align with the official discourses in the curriculum and textbooks, but those understandings and the sense of citizenship they have developed are not connected to what has been delivered in citizenship education. Regarding students' experiences of citizenship, these might be either helped or hindered by their families, the school ethos and local community. Regarding the contribution to knowledge, this thesis has addressed the limited research on what students in Chile understand by citizenship and citizenship education, and the link between their understandings and the school curriculum. It also adds knowledge to the existing literature on discourses and ideologies in education, different types of curriculum and school ethos. This study contributes to informing decisions of policymakers to improve the education system, the curriculum and particularly, citizenship education, considering the need for better training of teachers, an updated understanding of citizenship education and the diverse types of schools, a review of the discourses embedded in education policy, and overall, the need to hear students' voice and include their views in the enactment of education documents.

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Tse, Thomas Kwan-choi. "Preparing students for citizenship? : civic education in Hong Kong secondary schools." Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/104947/.

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Situated in the post-war socio-political milieu, there has been a poverty of citizenship education in Hong Kong schools for more than three decades. The political changes of decolonization and reintegration with mainland China pose new challenges to political education in Hong Kong. Starting with a concern over the programme of civic education in Hong Kong secondary schools, the present study addresses the question of the role of schooling in transmission of social-political orientation to the students. Drawing upon the theoretical perspectives and findings of political socialization studies, Neo-Marxism, and critical studies of colonial education, the present study conceptualizes school as an agent of political socialization and analyzes the current objectives, contents, organization and implementation of civic education programmes, as well as the formal and informal curriculum at work in six secondary schools in Hong Kong, in particular with reference to the very nature of 'citizenship' itself and die notion of 'civic education'. Albeit with the civic education movement in the 1980s onwards, civic education in schools still fail to provide our further citizens with the necessary political orientation and competence in democracy and national identity to prepare for the change in political system. Instead, the role of school performs socializing and stabilizing functions to the status quo. This dissertation further discusses the theoretical significance on the debate about the role of schooling in political socialization and in the constitution of adolescent political culture and of political order. Practical implications concerning political education in Hong Kong are discussed in addition to a critique and evaluation of civic education programmes in schools.

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Xu, Shuqin, and 徐淑芹. "School leadership and citizenship education in junior secondary schools of Shanghai, China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899910.

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With specific reference to junior secondary schools in Shanghai, China, this qualitative empirical study examines the dynamics and complexities of leadership in school and, in particular, citizenship education exercised by principals and school party secretaries (SPSs), who are de facto equally-ranked school leaders. Specifically, it examines, from a macro- and micro-political theoretical perspective, the interactions between these two types of school leaders, and how they respond to the demands of various school stakeholders, including macro-political actors (e.g., the state) and micro-political actors (e.g., other school leaders, teachers, students and parents), at the school level. Data were gathered from document analysis, non-participant observation and semi-structured interviews with 44 school leaders from 24 schools and two educational officials in Shanghai, conducted in 2011. This study has four major findings. First, in addition to the leadership responsibilities inherent to their particular portfolios, the interviewed principals and SPSs were also politically and administratively responsible for leading the school and citizenship education, and struggled to balance these (at times conflicting) responsibilities. Second, there were four major school leadership/citizenship education scenarios in which principals and SPSs were torn between faithfully executing state policy demands, adapting those demands to suit the specific needs and conditions of their school, pursuing their professional autonomy, and addressing the interests of different micro-political actors. Third, principals and SPSs enjoyed a complicated working relationship at the micro-political (school) level in which they collaborated to fulfill their responsibilities and respond to school macro- and micro-political actors, while simultaneously competing for power over school leadership and citizenship education. Fourth, principals’ and SPSs’ leadership in school and citizenship education was shaped by inter-related factors, including diverse influences in a multi-leveled world, the integration of politics and education, the demands of macro- and micro-political actors, and personal factors. To interpret these findings, this study proposes a theoretical framework for understanding leadership in school and citizenship education in China as a political exercise in which school leaders actively use their influence and resources to lead and administer school and citizenship education, resist other school leaders’ (at times contradictory) administrative and political responsibilities, and interact with and mediate between the interests of various actors at the macro- and micro-political levels in response to political, economic and social needs. This theoretical framework is useful for understanding the complexity of school and citizenship education leadership, the micro-political relationship between Chinese principals and SPSs, and their dynamic and complex interactions with macro- and micro-political actors as they fulfill their intertwined political and administrative responsibilities in school leadership and citizenship education.
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Education
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Doctor of Philosophy

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Fincham, David William. "Personal, social, health and citizenship education in Catholic secondary schools : stakeholders' views." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/2242/.

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Wagner, Charles Allen. "Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618390.

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For decades, educational leaders have sought to identify school-level variables that have a positive and significant impact on student achievement despite the indelible effects of student socioeconomic status and family background. The purpose of this is study was to investigate the relationship between an emergent attitudinal construct---academic optimism---and its relationship to organizational citizenship behaviors of teachers and student achievement among a sample of Virginia public high schools.;A convenience sample of 36 public Virginia high schools serving students in grades 9-12 was used to collect survey data from full-time teachers and faculty during regularly-scheduled faculty meetings during the 2006-07 school year. Derivative survey items for collective teacher efficacy, academic emphasis, faculty trust in students and parents, and organizational citizenship behavior in schools were obtained from existing instruments previously tested for reliability and validity. Student achievement data were obtained from 2006-07 Standards of Learning test results for Biology, United States History and English II Reading and Writing.;The initial factor analysis confirmed that academic optimism is a unified construct comprised of three dimensions: collective teacher efficacy, academic emphasis, and faculty trust in students and parents. Correlational analysis demonstrated positive significant relationships between academic optimism and student achievement. Additional regression analysis confirmed the significant relationships between academic optimism and student achievement in each of the four content areas measured, even after controlling for student socioeconomic status. In addition, academic optimism correlated strongly with organizational citizenship behavior in schools, but demonstrated stronger independent effects on student achievement than OCB.

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Books on the topic "Citizenship Education, Secondary"

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Citizenship through secondary religious education. London: RoutledgeFalmer, 2003.

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Kiwan, Dina. Education for inclusive citizenship. New York, NY: Routledge, 2007.

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Ribble, Mike. Digital citizenship in schools. Eugene, Or: International Society for Technology in Education, 2007.

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Patricia, Baker, ed. Activities for teaching citizenship in secondary schools. London: Kogan Page, 2000.

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Stephen, Fairbrass, ed. The citizenship teacher's handbook. London: Continuum, 2009.

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Shultz, Lynette. Global citizenship education in post-secondary institutions: Theories, practices, policies. New York: Peter Lang, 2011.

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1955-, Abdi Ali A., and Richardson George H. 1951-, eds. Global citizenship education in post-secondary institutions: Theories, practices, policies. New York: Peter Lang, 2011.

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Patrick, John J. The concept of citizenship in education for democracy. Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education, Indiana University, 1999.

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Why Zambia needs civic education. Lusaka: Zambia Civic Education Association, 2004.

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Patricia, Baker, ed. Developing citizenship in secondary schools: A whole school-resource. London: Kogan Page, 2000.

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Book chapters on the topic "Citizenship Education, Secondary"

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Garcia, Maria del Carmen Mendez. "Chapter 10. Citizenship Education in Spain: Aspects of Secondary Education." In Education for Intercultural Citizenship, edited by Geof Alred, Michael Byram, and Mike Fleming, 187–212. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853599200-012.

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Leung, Jessica S. C., Ka Lok Wong, and Kennedy K. H. Chan. "Pre-service Secondary Science Teachers’ Beliefs About Teaching Socio-scientific Issues." In Science Teacher Education for Responsible Citizenship, 21–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40229-7_3.

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Daskalova, Krassimira. "Nation-Building, Patriotism, and Women’s Citizenship: Bulgaria in Southeastern Europe." In Girls’ Secondary Education in the Western World, 149–64. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106710_11.

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Paraskeva-Hadjichambi, Demetra, Daphne Goldman, Andreas Ch Hadjichambis, Gema Parra, Katharina Lapin, Marie-Christine Knippels, and Frans Van Dam. "Educating for Environmental Citizenship in Non-formal Frameworks for Secondary Level Youth." In Environmental Discourses in Science Education, 213–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-20249-1_14.

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Czech-Włodarczyk, Celina. "Neoliberalism and Citizenship Education: Critical Discourse Analysis of Citizenship Education Textbooks in Public Secondary Education in Canada (Ontario) and Poland." In Comparative Perspectives on School Textbooks, 159–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68719-9_8.

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Kuusipalo, Paula, Hanna Toiviainen, and Pirkko Pitkänen. "Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden." In Young Adults and Active Citizenship, 103–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_6.

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AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.

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Gericke, Niklas, Lihong Huang, Marie-Christine Knippels, Andri Christodoulou, Frans Van Dam, and Slaven Gasparovic. "Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers." In Environmental Discourses in Science Education, 193–212. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-20249-1_13.

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Kennedy, Kerry J. "Asian Students’ Citizenship Values: Exploring Theory by Reviewing Secondary Data Analysis." In Influences of the IEA Civic and Citizenship Education Studies, 233–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71102-3_20.

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Almonte-Acosta, Sherlyne A. "Pedagogical Approaches to Citizenship Education in the Varied Contexts of Secondary Schools in the Philippines." In Citizenship Pedagogies in Asia and the Pacific, 175–201. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0744-3_9.

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Theodoulides, Andrew. "Planning for pupils’ learning in broader dimensions of the curriculum: Spiritual, moral, cultural, social and personal and citizenship development." In A Practical Guide to Teaching Physical Education in the Secondary School, 82–92. Third edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021 | Series: Routledge teaching guides: Routledge, 2020. http://dx.doi.org/10.4324/9780429061318-8.

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Conference papers on the topic "Citizenship Education, Secondary"

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Andersone, Rudite, and Ineta Helmane. "Citizenship Education in the Mathematics Curriculum after the Reform of the Education Content in Latvia." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.002.

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Immense transformations occur in the modern society. Values, human rights, democracy, engagement in the life of the local community, school and the society at large are the content issues to be learnt at school which help to develop into responsible citizens of the country. The issues of citizenship education have been more extensively included both in the teaching/learning content and its implementation in all school subjects, including mathematics. Citizenship education is viewed in three aspects: knowledge about the society, skills to form relations with other people, to establish a safe and supporting environment, to follow rules and norms, attitudes to responsibilities and rights. Mathematics as a school subject is a sphere that has been little researched regarding its content and learning strategies in the aspect of citizenship education. The aim of the study is to explore and assess what changes have taken place after the education content reform in the mathematics curriculum in citizenship education. The data in the qualitative study have been obtained employing documentary research. Three criteria with respective indicators have been chosen for the analysis of the mathematics curriculum: civic knowledge, civic skills, civic values and attitudes. The study analyses two curricula of teaching/learning mathematics that are effective in Latvia for basic school (Grades 1–9) and secondary school (Grades 10–12). The results of the analyses are represented in the comparison showing the data obtained in 2013 and data obtained in 2020. The mathematics curriculum has extensively incorporated skills for learning selfrespect and respect for others, developing the capacity to engage with each other, to contribute to a safe environment, as well as the skills to offer the opportunity to experiment practically with democratic principles, working alone, in small and bigger groups, listening to classmates’ opinions and giving arguments for their opinion. The innovation in the new mathematics curriculum is the inclusion of the transversal skills in the learning outcomes, including the civic participation.

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Aiello, Luisa. "BUILDING GLOBAL CITIZENSHIP AND SUSTAINABLE DEVELOPMENT SKILLS THROUGH WORK-BASED LEARNING IN ITALIAN UPPER SECONDARY SCHOOL." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0201.

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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.

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Hanesová, Dana. "SERVICE LEARNING INTEGRATED WITH FOREIGN LANGUAGES LEARNING: PROMOTING TRANSVERSAL COMPETENCIES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end095.

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In this article, the author will present an innovative way how to develop students' foreign language communicative and intercultural competence alongside with a whole set of transversal competencies via an innovated version of foreign language courses. They may be attended by both university students or secondary school students. The basic idea of such a course, in our case called "Global Encounters in Local Settings", is giving students space to create a service-learning project for a community. Students have to work in linguistically and ethnically mixed groups. Each group decides to about the focus of their project and the procedures of its implementation. Via these cooperative projects accomplished while using various foreign languages - suitable also for online learning space, the students can develop various transversal competencies, such as critical and reflective thinking, plurilingual and intercultural competence, problem-solving, team-work skills, interpersonal and other social competencies, willingness to take risks and seek challenges, leadership development skills, time management and planning skills, inclusive approach, and active citizenship. The first version of such course was tested on several groups of university students in Slovakia (in 2020). The post-tests and reflections after accomplishing this course showed evident growth in the above-mentioned competencies.

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Hamdi, Sameer, Alaa Jameel, Aram Massoudi, and Abd Rahman Ahmad. "Leadership Styles and organizational citizenship behaviour in secondary schools." In 3rd International Conference on Administrative & Financial Sciences. Cihan University - Erbil, 2021. http://dx.doi.org/10.24086/afs2020/paper.231.

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Leadership style has not been effectively examined in educational institution in developing countries. The purpose of this study is to examine the impact of Leadership styles on organizational citizenship behaviour (OCBs) among secondary school teachers. Based on the review, the study proposed that leadership styles and its components; transformational leadership (TFL) and transactional leadership (TAL) will affect OCBs. Methodology, The population of this study, is secondary school teachers. A stratified sampling technique was deployed to collect 174 responses from eight schools. The findings showed that TFL and TAL have a significant effect on OCBs and TFL highly predicted OCBs than TAL. Decision-makers are advised to implement the TFL and increase the OCBs among Teachers.

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Puntaswari, Nugraheni Catur, and Mukminan. "Promoting Good Citizenship in the Social Studies Course at the Secondary School in Indonesia." In Proceedings of the 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.047.

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