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Sugiono, Sugiono. "Social Justice Across The English Curriculum In Indonesian Secondary Schools." International Journal of English Education and Linguistics (IJoEEL) 2, no. 1 (2020): 28–35. http://dx.doi.org/10.33650/ijoeel.v2i1.1260.
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Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just. This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature. The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.
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Butt, Muqaddas, Shumaila Mahmood, and Tanzeela Urooj. "CURRICULUM CHANGE IN PAKISTAN: LESSONS LEARNED FROM THE PAST AND THE WAY FORWARD." March 2021 37, no. 01 (2021): 55–70. http://dx.doi.org/10.51380/gujr-37-01-06.
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For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.
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Franz, Jens, and Adisa Teo. "‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR." RELC Journal 49, no. 3 (2017): 322–38. http://dx.doi.org/10.1177/0033688217738816.
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Thailand has seen several English language curriculum reforms over the last 20 years, all of which were found to have failed to lift Thai students’ standard of English language proficiency across all levels of study. In 2014, the Thai Ministry of Education announced the introduction of the Common European Framework of Reference for Languages (CEFR), in combination with Communicative Language Teaching (CLT), as its latest policy to improve the standard of English learning and teaching in Thailand’s schools. The establishment of the ASEAN Economic Community (AEC) in 2015 and concerns about the economic competitiveness of the Thai labour force were provided as the underlying rationale for this policy change. This case study, using Grounded Theory Methodology combining semi-structured in-depth interviews, a questionnaire and document analysis, addresses the question of how this education policy change was experienced and perceived by English language teachers at state secondary schools across four provinces in the south of Thailand. A marked divergence in individual teachers’ knowledge and appreciation of the policy plans was observed, with the majority of respondents displaying indifference to and ignorance of the policy. The Ministry had in 2015 tested all civil servant English teachers in a CEFR-referenced online placement test, where 94% had failed to reach the targeted proficiency level of B2. Consequently, the framework was perceived primarily as an English proficiency test for teachers, a European assessment scale which had been applied to them, but which had had no further application to either classroom teaching or student assessment. These findings are framed in the wider context of curriculum reform and English language teaching in Thailand. Comparisons with other English curriculum reform policies based on the CEFR are made, and the emphasis on testing teachers’ language proficiency is reflected upon through the wider debate on language teacher proficiency.
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Chau, Hoa Thi Hoang. "TOWARDS THE INTEGRATION OF CULTURE INTO TEACHING ENGLISH IN UPPER SECONDARY SCHOOLS: TEACHERS’ CONCERNS AND EXPECTATIONS." Hue University Journal of Science: Social Sciences and Humanities 127, no. 6B (2018): 121. http://dx.doi.org/10.26459/hueuni-jssh.v127i6b.4879.
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<p>As a part of educational reform in upper secondary education, intercultural competence has been identified as a goal of foreign language teaching to enable the Vietnamese young people to work and study in globalized environment. In fact, culture has been incorporated in the expected English teaching curriculum for general education. Prior the change of curriculum at national scale, this study aimed to explore teachers’ perceptions of integrating intercultural competence into teaching English at upper secondary level. The quantitative and qualitative data collected from 101 teachers of English in a province of the Mekong Delta, indicated that they took the four aspects into considerations, namely learners’ learning strategies and motivations, teachers’ intercultural instructions, course books and curriculum, and management aspects. For better practice of intercultural integration, the teachers had high expectation for pedagogical training to enhance their intercultural competence and intercultural integrating pedagogies. From the findings, some pedagogical implications were made to foster the feasibility of intercultural integration in teaching English in upper secondary level.</p><p><strong>Keywords.</strong> educational reform, intercultural competence, intercultural integration, teachers’ perceptions, upper secondary education</p>
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Ghaill, Mairtin Mac An. "Student Perspectives on Curriculum Innovation and Change in an English Secondary School: an empirical study." British Educational Research Journal 18, no. 3 (1992): 221–34. http://dx.doi.org/10.1080/0141192920180301.
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Podobnik, Sašo. "Calling the Bluff: A Critique of English-language Literary Curriculum in the Slovene Secondary Education." Journal for Foreign Languages 1, no. 1-2 (2009): 53–85. http://dx.doi.org/10.4312/vestnik.1.53-85.
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Literature has enjoyed a long and colourful tradition as a part of the English curriculum in Slovene secondary education. After almost half a century of excerpt-based literary curriculum, the reform of 1994 established a holistic study of English-language literary works with advanced-level Matura testing as an integral part of the new paradigm. The reform proved ill-conceived: the students' proficiency level was overestimated, the teachers did not receive additional training, and there proved to be incompatibilities with the Slovene literary curriculum. Over the years, these shortcomings have not been addressed; moreover, there was a turn for the worse in certain areas. As a response to the current state of affairs, certain potential modifications and changes to the programme are reviewed, including the discontinuation of English literary curriculum in Slovene secondary schools.
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Sabbir, Fatima. "Perceived View of Teachers Towards Pentaksiran Tingkatan Tiga (PT3) (Form Three Assessment) English Language: A Case Study." Asian Journal of University Education 15, no. 3 (2019): 34. http://dx.doi.org/10.24191/ajue.v15i3.7819.
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The Standard-Based Curriculum for Secondary Schools (KSSM) was introduced in secondary schools in 2017. Parallel to the changes in the curriculum, Malaysian ESL (English as a Second Language) was revised to align with the Common European Framework of References (CEFR). Similarly, there is a change in the assessment of form three students. Therefore, this study aims to identify the perceived view of teachers towards ‘Pentaksiran Tingkatan Tiga’ (PT3) (Form Three Assessment) English Language. A qualitative research method using snowball sampling was employed in obtaining the data. This study is designed based on a case study approach. Five TESL (Teaching English as Second Language) teachers were interviewed by using open-ended questions to ascertain their perceived view on the PT3 English language. The findings show that the teachers were generally positive on the CEFR-aligned PT3 English language. However, the teachers indicated that the teaching of CEFR-aligned English language in an ESL classroom must be tailored by the teachers according to the proficiency levels of the students. This study also illustrated that teachers faced challenges of facilities and relevant materials in assessing the students. Further research should employ a larger sample size to obtain a broader perspective on the perceived view of teachers towards PT3 English Language.
 
 KEYWORDS: Form Three Assessment (PT3), Pentaksiran Tingkatan Tiga (PT3), Perception of teachers.
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Neshe, Lazina Hossain. "Assessing the Higher Secondary Level Text Book through Reading and Writing Skills: An Empirical Investigation." Studies in Linguistics and Literature 3, no. 4 (2019): p283. http://dx.doi.org/10.22158/sll.v3n4p283.
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The article aims to look at evaluating English for Today for Class XI-XII of the HSC Textbook in the light of reading and writing skills which has been prescribed by the NCTB (National Curriculum Textbook Board) of Bangladesh from the current academic session. Based on the questionnaire approach with the five HSC level English teachers and ten students from Scholars College, Tongi thana, Gazipur district, this study focuses on the reading and writing pedagogies to critically evaluate the effectiveness of the materials, and identifies the difficulties that teachers and students encounter. The findings of the study revealed a disparity between students’ needs and what the HSC reading and writing syllabus contains, and its actual implementation in the classroom. The teachers adopted an approach to reading and writing skills which was overridingly form-focused and product-oriented. They performed roles which were traditional, i.e., the teacher as a purveyor of knowledge and evaluator. Teachers have lack training in areas specific to the development of reading and writing skills and are unaware of recent developments in teaching and learning policy. This study contributed to the documentation of curriculum evaluation studies in the context of Bangladesh education system as well as frameworks for the assessment of reading and writing skills. Awareness has been raised about the hindering and helpful factors in bringing about a new change. General caution is suggested in the making of foreign methodologies appropriate to the HSC level textbook. Based on the findings of this study, recommendations are also made in relation to curriculum development and pedagogy of English for Today for Class XI-XII.
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Ağçam, Reyhan, and Pınar Babanoğlu. "Solo Analysis of Efl Curricula in Turkey." European Journal of Language and Literature 8, no. 1 (2017): 140. http://dx.doi.org/10.26417/ejls.v8i1.p140-140.
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Curriculum simply refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes (Ebert et al., 2013). In Turkey, the curricula for a variety of courses to be taught in primary and secondary state schools are designed by the Ministry of National Education (MoNE), and they are subject to change at uncertain periods. The current research aims to investigate curricula for English as a foreign language course for 5th, 6th and 7th grades that have been recently introduced by MoNE (2017). It exclusively compares them through an analysis of learning outcomes identified in each based on the Structure of the Observed Learning Outcome (SOLO) taxonomy developed by John Biggs and Kevin Collis (1982). Accordingly, document analysis method was used to analyze learning outcomes identified in the above-mentioned curricula into four levels of the SOLO taxonomy: (i) uni-structural, (ii) multi-structural, (iii) relational, and (iv) extended abstract. The study will report findings obtained from the analysis and practical implications on the curriculum design of EFL courses taught in various grades, and conclude with a few suggestions for further directions.
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Yan, Chunmei. "‘We can only change in a small way’: A study of secondary English teachers’ implementation of curriculum reform in China." Journal of Educational Change 13, no. 4 (2012): 431–47. http://dx.doi.org/10.1007/s10833-012-9186-1.
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Gonul, Gunes. "An analysis of articles about Turkish primary and secondary school curriculum changes between 2005-2013." Educational Research and Reviews 10, no. 12 (2015): 1745–57. http://dx.doi.org/10.5897/err2015.2238.
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Azhar, Fadly. "AUTHENTIC TEACHING AND ASSESSMENT AS THE SOLUTION TO EDUCATIONAL EVALUATION IN REFERENCE TO ASEAN ECONOMIC COMMUNITY IN INDONESIA." International Journal of Educational Best Practices 2, no. 1 (2018): 26. http://dx.doi.org/10.31258/ijebp.v2n1.p26-38.
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Abstract: This paper is a monograph of an academic research paper entitled The Implementation of Classroom-Based Assessment within the English Secondary School Teachers in Riau Province-Indonesia (Universiti Kebangsaan Malaysia, 2012). Chronologically, it discloses such aspects as the changes of curriculum, the ignorance of productive skills, the functions of English in ASEAN economic community, the authentic teaching & learning, the authentic teaching materials, the authentic assessment, the related study, and the implications & recommendations.
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Ullah, Md Mohib. "CLT at the Higher Secondary Level in Bangladesh: Theory and Practice." IIUC Studies 12 (December 10, 2016): 71–86. http://dx.doi.org/10.3329/iiucs.v12i0.30582.
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With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86
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Hassan, Khandoker Montasir. "Difficulties Facing English Teachers in Teaching Literary Texts at Higher Secondary Level in Bangladesh." English Language and Literature Studies 8, no. 3 (2018): 15. http://dx.doi.org/10.5539/ells.v8n3p15.
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The present Study examines the difficulties facing English teachers in teaching literary texts in English for Today (11-12) textbook which has been prescribed by the NCTB (National Curriculum Textbook Board) of Bangladesh from the academic session 2015-2016. Literature has always been an integral part of teaching foreign languages. In the era of CA (Communicative Approach), the aim of reading literature has been changed. From this view point, in July 2015, the NCTB has published a new version of English textbook for classes XI-XII, and included some literary texts in this book. The emphasis of these literary texts is not just on content but on the exploitation of the texts to trigger a variety of language activities. Based on a semi-structured interview with six HSC (Higher Secondary) level English teachers from four colleges of Dhaka city, this study particularly focuses on the newly included literary texts to critically evaluate the effectiveness of the materials; and identifies the difficulties that the teachers may encounter. Finally, some recommendations are drawn by means of valuable opinions of the participants.
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Dymoke, Sue. "Poetry is an Unfamiliar Text: Locating Poetry in Secondary English Classrooms in New Zealand and England during a Period of Curriculum Change." Changing English 19, no. 4 (2012): 395–410. http://dx.doi.org/10.1080/1358684x.2012.736741.
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Akanbi, Grace, and Alice Jekayinfa. "History education in Nigeria: Past, present and future." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 2 (2021): 73–89. http://dx.doi.org/10.52289/hej8.204.
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Before and after the introduction of western education to Nigeria by Christian missionaries, the teaching and learning of history was given pride of place, although the contents of school history privileged the Bible and English history by celebrating the importance of the arrival of the colonial powers with their religion. This position, indeed this narrative, was challenged and contested by Nigerian nationalists even before 1960. Therefore, the need to overhaul the curriculum content arose after independence in October 1960 which led tothe organisation of the 1969 Curriculum Conference. Part of the outcome of the conference was the emergence of the first Indigenous education policy in 1977. However, in 1982 History was delisted from the basic school curriculum and retained only as an elective subject in the Senior Secondary school. The outcry from stakeholders since then (over thirty years) recently reached a crescendo and has yielded a positive change, as History was reintroduced into the school curriculum in the 2018/2019academic session. This paper, therefore, addresses the following questions, with recommendations on how the study of History might be promoted at all levels of education in Nigeria: What was the position of history education in the past? Why was it delisted from the basic school curriculum? What were the consequences of the delisting? How did it find its way back into the basic school curriculum? After reintroduction, what next?
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Madina, Sarah, and Absharini Kardena. "The Difficulties in Implementing Scientific Approach Based on 2013 Curriculum: A Case Study on One English Teacher." Elsya : Journal of English Language Studies 3, no. 2 (2021): 126–33. http://dx.doi.org/10.31849/elsya.v3i2.5794.
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This case study investigated the difficulties faced by an English teacher in implementing the scientific approach at one selected school in the district of Agam in West Sumatera, Indonesia. This qualitative research used semi-structured interview questions and an observation checklist as the instruments, with an English teacher as the data source. This study showed that the selected secondary English teacher in MTsN 3 Agam encountered eight significant difficulties in dealing with the implementation of stages of the scientific approach based on the 2013 curriculum in classroom activities. The English teacher’s difficulties included: (1) to determine the object that will be observed; (2) to determine how the way data recorded; (3) encouraging the students to ask; (4) to make the various media as the information resources; (5) deciding the duration of students to do the experiment activity; (6) to divide the time for evaluation; (7) to organize the student to analyze; (8) encouraging the student to present their work in front of the class. This study serves as a reminder for the preparation suitable strategies needed in adapting not only to the general teaching process, but also to the possible changes in the curriculum.
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Jang, Helen. "Communicative Approaches in Teaching Spoken English Pre-service Teacher Education in EFL Contexts." ELT Worldwide: Journal of English Language Teaching 1, no. 1 (2014): 17. http://dx.doi.org/10.26858/eltww.v1i1.839.
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Following on the education policy and curriculum innovations for spoken English development, there have been changes as well as challenges in English classrooms in Korea in recent years. In line with the new government policy for pre-service English teacher education, this research explored the nature of teacher learning during the practicum. The aims of this study were to understand the student teachers’ views and experiences of classroom practice period with regard to the use and instruction of spoken English in English classrooms. This research employed two case studies in urban and rural contexts during the intensive period of the practicum. Data were generated by classroom observations in secondary schools and by in-depth interviews with the student teachers from the communicative perspectives: Contextual factors were taken into consideration in relation to the influence how the student teachers perceived and conducted teaching of speaking in accordance with the curriculum policy presented by the Ministry of Education. Based on the main findings of this research, implications were drawn the relationships between education policy and classroom practice and school contexts. Suggestions were made as regards effective ways of facilitating teaching and learning spoken English reflecting the diversity and complexity of classroom contexts through context-sensitive approaches in EFL contexts. Keywords: Communicative Approach, Spoken English, Pre-service Teacher Education, EFL Contexts, case study
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Ghaderi Doust, Elham. "How to Help the Iranian Students of First Grade of Secondary Schools with their Problems of English as a Foreign Language." International Letters of Social and Humanistic Sciences 78 (August 2017): 10–17. http://dx.doi.org/10.18052/www.scipress.com/ilshs.78.10.
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Apparently, English is globally used as the most fundamental communication medium. Regarding the objectives of Foreign Language Education in Iran Curriculum, an Iranian educated must be capable of expressing his opinions and viewpoints as well as accurately utilizing the foreign sources and satisfying his demands. Also, he must understand English speeches produced by native English speakers. With perspectives on these objectives, experts involved in English Education sphere design and write Educational English books and teachers have been instructing these books for ages. Indeed we must raise this question: Why Iranian students are such evasive learners and why does almost nobody acquire English in an applicable way in Iranian schools? It is evident that most students of first grade of secondary schools are confronted with certain problems following as:Many students are slightly familiar with English.They often recognize English as a difficult subject to study.Also, they believe that they will not achieve a genuine progress in English.Many students show a lack of self-confidence and inferiority complex.Comparing themselves with the students in the upper grades, they feel that they cannot master English.So, certain efforts must be channeled into resolving these problems, in particular, the ways the students deal with their English books are to be changed and so are the methodologies in teaching. These may become perfectly practicable by utilizing instructional aides, preserving the students' fondness for their English courses, and organizing the instructional content from the simple to complex, as well as discussing with experts, parents, educational managers, and students. The objectives of this study are to shift students' perspectives upon English and support them through their learning English; consequently they will progress satisfactorily at present and in the future.
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Karapetyan, Karo, and Heidar Nargesy. "An Iranian View on Linguistic Competence in Using a Foreign Language." Armenian Folia Anglistika 7, no. 2 (9) (2011): 59–65. http://dx.doi.org/10.46991/afa/2011.7.2.059.
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Throughout the recent three decades no major changes have been observed in the Iranian educational curricula and textbooks of foreign language teaching. Nor has there been any significant change in the teaching methods while numerous reforms can be traced in the field of foreign language teaching in the world. The current research attempts to study various aspects of language competence of several graduates of secondary schools who have not taken language courses in private institutions. The research aims to find out the capacity of the academic educational system of Iran to teach students English appropriately.
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Aslam, Zeinab. "A Study of Factors Responsible for Low Motivation level for Learning English as Second Language Level in Saudi Female Students." Journal of English Language and Literature 1, no. 1 (2014): 08–12. http://dx.doi.org/10.17722/jell.v1i1.2.
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English is hailed as one of the most popular second language among people living in different parts of the world, where it does not enjoy the status of the native language. Countries in the middle east especially Saudi Arabia has made noticeable changes in their education system, nearly at all levels to accommodate teaching of English in the curriculum. They are striving hard to make programs of teaching of English as Second language (ESL) a success. Despite all these continuous efforts low motivation level among the English learners especially females is a cause of worry for educationist in countries like Saudi Arabia. The present study is focused to look at some of the possible reasons for low motivation level in the female learners of Saudi Arabia, who study English as a second language at post-secondary level. The present study is based on personal experience, continuous observation and interaction with the students of various level and faculty members of College of Education for two years, in the capacity of an English Teacher. The College of Education Jubail is situated in the Eastern Province of Kingdom of Saudi Arabia.
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Wiertlewska, Janina. "THE NEW PARADIGM OF MEDICAL ENGLISH TEACHING AT THE UNIVERSITY LEVEL." Scripta Neophilologica Posnaniensia 19 (December 15, 2019): 223–30. http://dx.doi.org/10.14746/snp.2019.19.15.
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Currently practised methods of medical English instruction at tertiary education level often focus on medical terminology embedded in the English language classes. These strategies which comprise medical terminology and simple dialogues do not meet the needs of highly qualified medical health care workers (doctors, nurses, paramedics and many others). The new paradigm claims that medical English should be taught from the perspective of medicine and health care first and reinforced by the vocabulary acquisition; first – teach the students standards of medical practice (anatomy, pharmacology, physiology, medical sciences. and behavioural/ethical procedures), later on – concentrate on medical communication (see: M. Hull, 2004). The following paper concentrates on both formerly mentioned parameters; and also includes student and teacher motivation. Further, language acquisition as well as language learning are discussed. The new paradigm is defined as a combination of academic preparation which comprises cognitive and behavioural approaches that appear to be secondary to the context of the given class. Students are encouraged to search for synonyms, abbreviations and alternative ways of expressing meaning to communicate with each other. They also prepare their own multimedia presentations in the group and deliver speeches on subjects contained in curriculum. Concluding, the author of this paper expresses the opinion that foundational underpinnings of the curriculum of the Medical English course should be linked to the parameters for the health care professions. Context of the classes needs to be relevant to the work of the health professionals (according to Pratt and others, 2002). Over the last 10 years the paradigm for medical English teaching in North America and West European countries has changed enormously and has started to pave its new way at tertiary education level in Poland as well, which is presented briefly in this paper and – hopefully will continue to develop according to the newly occurring phenomena.
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Ponsford, Ruth, Sara Bragg, Elizabeth Allen, et al. "A school-based social-marketing intervention to promote sexual health in English secondary schools: the Positive Choices pilot cluster RCT." Public Health Research 9, no. 1 (2021): 1–190. http://dx.doi.org/10.3310/phr09010.
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Background The UK still has the highest rate of teenage births in western Europe. Teenagers are also the age group most likely to experience unplanned pregnancy, with around half of conceptions in those aged < 18 years ending in abortion. After controlling for prior disadvantage, teenage parenthood is associated with adverse medical and social outcomes for mothers and children, and increases health inequalities. This study evaluates Positive Choices (a new intervention for secondary schools in England) and study methods to assess the value of a Phase III trial. Objectives To optimise and feasibility-test Positive Choices and then conduct a pilot trial in the south of England assessing whether or not progression to Phase III would be justified in terms of prespecified criteria. Design Intervention optimisation and feasibility testing; pilot randomised controlled trial. Setting The south of England: optimisation and feasibility-testing in one secondary school; pilot cluster trial in six other secondary schools (four intervention, two control) varying by local deprivation and educational attainment. Participants School students in year 8 at baseline, and school staff. Interventions Schools were randomised (1 : 2) to control or intervention. The intervention comprised staff training, needs survey, school health promotion council, year 9 curriculum, student-led social marketing, parent information and review of school/local sexual health services. Main outcome measures The prespecified criteria for progression to Phase III concerned intervention fidelity of delivery and acceptability; successful randomisation and school retention; survey response rates; and feasible linkage to routine administrative data on pregnancies. The primary health outcome of births was assessed using routine data on births and abortions, and various self-reported secondary sexual health outcomes. Data sources The data sources were routine data on births and abortions, baseline and follow-up student surveys, interviews, audio-recordings, observations and logbooks. Results The intervention was optimised and feasible in the first secondary school, meeting the fidelity targets other than those for curriculum delivery and criteria for progress to the pilot trial. In the pilot trial, randomisation and school retention were successful. Student response rates in the intervention group and control group were 868 (89.4%) and 298 (84.2%), respectively, at baseline, and 863 (89.0%) and 296 (82.0%), respectively, at follow-up. The target of achieving ≥ 70% fidelity of implementation of essential elements in three schools was achieved. Coverage of relationships and sex education topics was much higher in intervention schools than in control schools. The intervention was acceptable to 80% of students. Interviews with staff indicated strong acceptability. Data linkage was feasible, but there were no exact matches for births or abortions in our cohort. Measures performed well. Poor test–retest reliability on some sexual behaviour measures reflected that this was a cohort of developing adolescents. Qualitative research confirmed the appropriateness of the intervention and theory of change, but suggested some refinements. Limitations The optimisation school underwent repeated changes in leadership, which undermined its participation. Moderator analyses were not conducted as these would be very underpowered. Conclusion Our findings suggest that this intervention has met prespecified criteria for progression to a Phase III trial. Future work Declining prevalence of teenage pregnancy suggests that the primary outcome in a full trial could be replaced by a more comprehensive measure of sexual health. Any future Phase III trial should have a longer lead-in from randomisation to intervention commencement. Trial registration Current Controlled Trials ISRCTN12524938. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 1. See the NIHR Journals Library website for further project information.
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Wade, Suzanne E., Janice R. Fauske, and Audrey Thompson. "Prospective Teachers’ Problem Solving in Online Peer-Led Dialogues." American Educational Research Journal 45, no. 2 (2008): 398–442. http://dx.doi.org/10.3102/0002831207308224.
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In this self-study of a secondary teacher education course, the authors investigated whether there was evidence of critically reflective problem solving on the part of prospective teachers who participated in a peer-led online discussion of a teaching case about English-language learners. They also examined what approaches to multicultural education the peer-led dialogues suggested. Using the tools of discourse analysis to analyze the dialogue, they found some evidence of reflective problem solving. However, few students engaged in critical reflection, which entails examining the sociopolitical consequences of solutions and promoting social change through community action projects. Furthermore, many responses reflected deficit theories, stereotypical thinking, and technical-rational problem solving. Interwoven with the analysis of the students’ discussion is a self-study dialogue reflecting on the instructor’s curriculum and pedagogy. The self-study addresses what the authors have learned about how teacher educators foster critically reflective problem solving regarding issues of language, culture, and race.
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Yastıbaş, Ahmet Erdost. "An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey." Acta Educationis Generalis 10, no. 3 (2020): 50–65. http://dx.doi.org/10.2478/atd-2020-0020.
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AbstractIntroduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in terms of the Anthropocene in Turkey.Methods: The present study was designed as a qualitative study. The data collection tools were the new ELTP for lower secondary school and the 5th, 6th, 7th, and 8th-grade English language course books prepared according to the new program. The data were analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy.Results: The documentation analysis of the data has showed that there are six themes related to the nature in the new ELTP for lower secondary school: theme 9 (the animal shelter) in the 5th grade; themes 4 (weather and emotions) and 9 (saving the planet) in the 6th grade; themes 4 (wild animals) and 9 (environment) in the 7th grade; theme 10 (natural forces) in the 8th grade. The learning outcomes and language skills of each theme were prepared according to the contents of the themes. Theme 9 in the 5th grade shows how human activities can affect the environment positively. Theme 4 in the 6th grade indicates how the environment can affect people. The rest demonstrate how human activities have affected the nature negatively and how people can save the nature.Discussion: Theme 9 (saving the planet) in the 6th grade, themes 4 (wild animals) and 9 (environment) in the 7th grade, and theme 10 (natural forces) in the 8th grade explain how several environmental issues have occurred owing to human activities, how these issues have affected the nature and human lives negatively, and how people can deal with these issues. Theme 9 (the animal shelter) in the 5th grade informs students about how human activities can affect the nature positively, and theme 4 (weather and emotions) in the 6th grade about how the environment can affect people. Through these themes, the new ELTP for lower secondary school can enable English language students to understand that people are a part of the nature, have the power to change the environment, and can live with the environment in balance.Limitations: The curriculum evaluation is only related to the new ELTP for lower secondary school (5th, 6th, 7th, and 8th grades) in Turkey.Conclusion: The Anthropocentric evaluation of the new ELTP for lower secondary school has shown that it can raise English language students’ awareness of the relationship between people and the nature and their effects on each other.
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Yastıbaş, Ahmet Erdost. "An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey." Acta Educationis Generalis 10, no. 3 (2020): 50–65. http://dx.doi.org/10.2478/atd-2020-0020.
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Abstract Introduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in terms of the Anthropocene in Turkey. Methods: The present study was designed as a qualitative study. The data collection tools were the new ELTP for lower secondary school and the 5th, 6th, 7th, and 8th-grade English language course books prepared according to the new program. The data were analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy. Results: The documentation analysis of the data has showed that there are six themes related to the nature in the new ELTP for lower secondary school: theme 9 (the animal shelter) in the 5th grade; themes 4 (weather and emotions) and 9 (saving the planet) in the 6th grade; themes 4 (wild animals) and 9 (environment) in the 7th grade; theme 10 (natural forces) in the 8th grade. The learning outcomes and language skills of each theme were prepared according to the contents of the themes. Theme 9 in the 5th grade shows how human activities can affect the environment positively. Theme 4 in the 6th grade indicates how the environment can affect people. The rest demonstrate how human activities have affected the nature negatively and how people can save the nature. Discussion: Theme 9 (saving the planet) in the 6th grade, themes 4 (wild animals) and 9 (environment) in the 7th grade, and theme 10 (natural forces) in the 8th grade explain how several environmental issues have occurred owing to human activities, how these issues have affected the nature and human lives negatively, and how people can deal with these issues. Theme 9 (the animal shelter) in the 5th grade informs students about how human activities can affect the nature positively, and theme 4 (weather and emotions) in the 6th grade about how the environment can affect people. Through these themes, the new ELTP for lower secondary school can enable English language students to understand that people are a part of the nature, have the power to change the environment, and can live with the environment in balance. Limitations: The curriculum evaluation is only related to the new ELTP for lower secondary school (5th, 6th, 7th, and 8th grades) in Turkey. Conclusion: The Anthropocentric evaluation of the new ELTP for lower secondary school has shown that it can raise English language students’ awareness of the relationship between people and the nature and their effects on each other.
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Jeyagowri, K., and M. Ilankumaran. "The Role of Students in Transition from School to College: Different Challenges in Elt." International Journal of Engineering & Technology 7, no. 4.36 (2018): 630. http://dx.doi.org/10.14419/ijet.v7i4.36.24213.
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This paper depicts the predicament of the transitional students who have shifted from school to college. The challenges of the students’ tenacity in learning English have been observed from the perspective of their transitional dilemma. The external and internal challenges of the students during the phase have also been discussed in this paper. It examines the changes of the adolescents’ attitude, emotions and stress. The paper also offers some strategies to come out of the crisis. In the globalization era, the classical method of teaching English that is teaching the language in the confined four walls have to be transformed into various activity based teachings which strengthen the teacher–student interaction in many ways. The subject English is helpful and effective in curriculum. The experts of textbooks have planned or designed itto prepare the learners use the language proficiently. The practice of English in secondary education is considered to be arising so many problems. The expected time frame for completion of the syllabus exceeds when the level of students are a combination of the vernacular medium and the English medium. This article unveils the factors which affects the process of English language learning among the students. A secondary level student who passed with merit or distinction cannot face the challenges after graduation. Those students struggle to write their own CV appropriately. Apart from that even the professionally trained teachers are unable to write the leave letter properly. Some of the important problems and complications of the rural students are also highlighted in the paper. Teaching in rustic and urban regions in India faces numerous issues in the academic framework like insufficient materials in government schools, lack of skilful teachers, lack of teaching quality, etc. This paper uncovers different complications in the system of education and recommend solution for them.
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Pande-Rolfsen, Marthe Sofie, and Anne-Lise Heide. "Sounding Shakespeare: An Interdisciplinary Educational Design Project in English and Music." Early Modern Culture Online 7 (January 26, 2020): 87–104. http://dx.doi.org/10.15845/emco.v7i1.2830.
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This article outlines Sounding Shakespeare, an interdisciplinary project in Music and English, carried out with student teachers in Norway. The aims of the project are to explore and develop new ways of working with Shakespeare cross-curricularly through educational design research, focusing on creative and aesthetic processes in order for student teachers to gain experience in working across subjects, and to decrease their fear factor of using Shakespeare in the classroom. The current curriculum changes in Norwegian primary and secondary education (Fagfornyelsen) focus on experimentation, exploration and creative processes, and these are guiding educational principles that also provide a foundation for the Sounding Shakespeare project. Our research into student teachers’ experiences of working with Shakespeare’s texts, constitute the starting point for this article. In the project, students worked in two different workshops with Speech and Music Composition to collaborate and devise a performance based on A Midsummer Night’s Dream as their focus text. Through voice and prosody, students explored the musicality of Shakespeare’s text, and through music composition, students experimented with soundscapes in creative processes. In the final part of the workshops, students collaborated towards performances. Based on our collected data, our main finding shows how music can become a guiding agent for a meaningful experience of literature.
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Rubdy, Rani, and T. Ruanni F. Tupas. "Research in applied linguistics and language teaching and learning in Singapore (2000–2007)." Language Teaching 42, no. 3 (2009): 317–40. http://dx.doi.org/10.1017/s026144480900576x.
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In this review of research in applied linguistics and language teaching and learning in Singapore, more than one hundred national publications for the period 2000–2007 will be reviewed. Since this period encompasses certain changes that were introduced in Singapore schools at the start of the new millennium, it would be appropriate to take stock of the studies that showcase these changes. These studies fall under five main areas of local research: norms, standards and models; English language curriculum and policy; reading and writing instruction and research; mother tongue teaching and learning; and the teaching of English to international students. In this review, representative work under each research area will be discussed, and this will be done within the broad historical and sociopolitical context of research in Singapore. The results of the review suggest that practical concerns assume priority over theoretical issues, which are relegated to secondary importance. This can be explained in terms of the role of the state in education reform and governance and its top–down decision-making processes, the impact of globalization on education, and the role of education in the management of race relations in the country.
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Jean, Rachel. "Promoting Social Action through Visual Literacy: New Pioneer & The Labor Defender in the Secondary Classroom." Radical Teacher 110 (January 30, 2018): 25–32. http://dx.doi.org/10.5195/rt.2018.342.
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The notion of a classic education has been lost as technology continues to morph into the essential component of 21st Century and as educators also rise to the challenge of teaching the most diverse population of learners in American history. Literacy has shifted to include the vital “visual literacy”, the critical analysis of images, which in the past might have been an artistic pleasure as opposed to a fundamental educational skill. In this paper, I discuss this required change in the expectations of the English pedagogy. To encourage cross-curricular ties, I recommend that educators use the ancestors of today’s current magazine as a visual literacy genre, particularly political serials such as Labor Defender and New Pioneer to reach the high learning goals of visual literacy while strengthening cultural values and ideals of social action.
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Bhardwaj, Sumeet, Alexandre McDougall, Navpreet Dhillon, Jasleen Grewal, and Sharon Burey. "EXERCISE AS AN EDUCATIONAL TOOL: A PILOT PROJECT." Paediatrics & Child Health 23, suppl_1 (2018): e39-e40. http://dx.doi.org/10.1093/pch/pxy054.103.
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Abstract BACKGROUND Exercise has been shown to have long term effects in improving social skills, scholastic performance and quality of life in all children. Unfortunately, physical education courses continue to have their dedicated curricular times reduced. Students may have as little as one period of curricular physical activity per week. Conversely, there is middle school in Windsor, Ontario that has implemented a daily curricular period dedicated to physical activity. This study aimed to assess the effects of this schools’ exercise programme on their students’ social skills, scholastic performance and quality of life. OBJECTIVES Our objective is to study the effects of a daily physical activity period as part of an educational curriculum on student physical fitness, academic performance and self reported quality of life. DESIGN/METHODS We undertook a naturalistic observational study that examined the results of a daily exercise program for Grade 7 students attending École Secondaire E.J. Lajeunesse in Windsor. At this school, all students in Grade 7 and Grade 8 participate in a daily one-and-a-half-hour exercise programme consisting of two different streams: hockey or dance. All Grade 7 students and their families attending the school were asked to participate in our research trial. To study the effects of the exercise programme, student physical fitness, academic performance, and self-rated quality of life were assessed. Specific outcome measures used include: 20 metre sprint test, beep test, squat strength, bench press strength, the Pediatric Quality of Life Inventory, academic grades in mathematics, English and French, and academic learning skills. RESULTS Due to difficulties in participant recruitment and retention, only the following results could be analyzed. After one year of the structured hockey exercise program, the participants demonstrated significant increases in sprint speed (p < 0.0001), beep test (p < 0.005), squat strength (p < 0.0001) and bench press strength (p < 0.0001). There was also an increase in scores assessing organization, independence, collaboration, initiative and self regulation. An increase was noted in the participant’s grades in English and French. Little change was seen in mathematics and science grades. CONCLUSION After one year of consistent exercise, study participants demonstrated significant improvements in physical fitness, learning skills and language studies performance. Our results outline multiple benefits of implementing an organized daily physical period as part of the educational curriculum. A follow up to this preliminary study is currently underway to evaluate the effectiveness of school exercise programs on ADHD symptoms.
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KLYMENKO, ANATOLIY. "FEATURES OF THE ELECTIVE COURSE “FOUNDATIONS OF INFORMATION CULTURE” IN BACHELORS’ EDUCATIONAL AND PROFESSIONAL TRAINING PROGRAM “SECONDARY EDUCATION (THE ENGLISH LANGUAGE AND LITERATURE)”." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2021): 209–17. http://dx.doi.org/10.25128/2415-3605.21.1.25.
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In the context of integration of the Ukrainian education into the European educational space future teachers’ information culture as a phenomenon, as well as the search and testing of the effective ways of its formation, remain to be topical issues for pedagogical theory and practice. The content, forms and methods of realization of the author’s technology of information culture formation are reflected in the course “Foundations of information culture”. The elective is a component of bachelors’ educational and professional training program “Secondary Education (The English Language and Literature)” at TNPU. Along with other components, the course promotes the formation of integral competency, a number of general and professional competencies, and also reaching certain program learning outcomes of professional training. The purpose of the article is to analyze and disseminate the experience of teaching an elective course, which aims to form the basis of information culture of future teachers of foreign languages, and outline the prospects for its use in corresponding future educational and professional training programs. The article discusses “the past” of the course, analyzes the first curriculum, thematic content, changes in study programs which have been made up to present. The paper also discusses “the present” of the elective, and outlines prospects as for teaching it in the future.
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AIT HATTANI, Hanae. "Communicative Language Teaching in the Moroccan EFL Classroom." Journal of English Language Teaching and Linguistics 3, no. 2 (2018): 87. http://dx.doi.org/10.21462/jeltl.v3i2.108.
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<p>Today, communities are increasingly facing rapid and profound changes and tensions that affect the social, economic, and political aspects of life. The role of education has also become questionable in the millennial era. A matter of fact, 21<sup>st</sup> century education requires a gradual shift in curriculum construction focusing on the transferable competencies that learners need to develop in instructional settings. In today’s knowledge-based, types of skills and competencies that students need to gain are different from in the past. Emphasizing the communicative competence is one of the most influential developments in language education. The implementation of communicative activities in EFL/ESL classroom prepares learners to use English in the world beyond based on their own needs, interests, and opportunities, and perform in an atmosphere of expression, interpretation, and negotiation of meaning from psycholinguistic and socio-cultural perspectives. Communicative language teaching (CLT) refers to both processes and goals in classroom learning. It is one of the most influential theoretical developments in language education as it helps redefine the objectives of foreign and/or second language instruction. This paper looks at the phenomenon of communicative language teaching (CLT) in the Moroccan EFL curriculum. It aims to study how CLT has been interpreted and implemented in various contexts examining teachers’ attitudes. The data is gathered using semi-structured interview with EFL secondary level teachers. Based on the findings, respondents reflected positive attitudes showing that the use of CLT approach does enhance oral competency among students as well as learner-autonomy. However, teachers confirm that the EFL curriculum is barely emphasizing communication skills, which requires a curriculum reform and redesign in order to represent the 21<sup>st</sup> century requirements and values.</p>
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Willis, Jill, Kelli McGraw, and Linda Graham. "Conditions that mediate teacher agency during assessment reform." English Teaching: Practice & Critique 18, no. 2 (2019): 233–48. http://dx.doi.org/10.1108/etpc-11-2018-0108.
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Purpose A new senior curriculum and assessment policy in Queensland, Australia, is changing the conditions for teaching and learning. The purpose of this study was to consider the personal, structural and cultural conditions that mediated the agency of Senior English teachers as they negotiated these changes. Agency is conceptualised as opportunities for choice in action arising from pedagogic negotiations with students within contexts where teachers’ decision-making is circumscribed by other pressures. Design/methodology/approach An action inquiry project was conducted with English teachers and students in two secondary schools as they began to adjust their practices in readiness for changes to Queensland senior assessment. Four English teachers (two per school) designed a 10-week unit of work in Senior English with the aim of enhancing students’ critical and creative agency. Five action/reflection cycles occurred over six months with interviews conducted at each stage to trace how teachers were making decisions to prioritise student agency. Findings Participating teachers drew on a variety of structural, personal and cultural resources, including previous experiences, time to develop shared understandings and the responsiveness of students that mediated their teacher agency. Teachers’ ability to exert agentic influence beyond their own classroom was affected by the perceived flexibility of established resources and the availability of social support to share student success. Originality/value These findings indicate that a range of conditions affected the development of teacher agency when they sought to design assessment to prioritise student agency. The variety of enabling conditions that need to be considered when supporting teacher and student agency is an important contribution to theories of agency in schools, and studies of teacher policy enactment in systems moving away from localised control to more remote and centralised quality assurance processes.
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Bickford, John H., Megan Lindsay, and Ryan C. Hendrickson. "Trade books’ evolving depictions of Thomas Jefferson, America’s third president." Social Studies Research and Practice 14, no. 1 (2019): 40–63. http://dx.doi.org/10.1108/ssrp-08-2018-0035.
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Purpose History-based trade books are an essential classroom option for social studies and English teachers. Professional organizations in history, social studies, English, reading and literature promote these engaging, age-appropriate secondary sources. Research suggests that misrepresentations appear often within history-based curricula, yet the majority of empirical studies have been completed on textbooks. The purpose of this paper is to examine the historical representation of Thomas Jefferson within trade books. Design/methodology/approach The data sample included trade books targeting various ages to make comparisons within and between grade ranges; the authors selected books published in distinctly different years to examine how Jefferson’s historical representation changed over time. The mixed methods content analysis used both open coding and axial coding. Findings Findings included sanitized versions of slavery at Monticello and omissions of his relationship with Sally Hemings. Date of publication, particularly those published after 1999 as new scientific evidence emerged linking Hemings and Jefferson, and intended audience shaped patterns of representation about Jefferson’s privileged social position, authorship of the Declaration of Independence, political philosophy and involvement in the American Revolution, to mention a few. Heroification, a common historical misrepresentation, did not appear. Research limitations/implications Limitations included: uneven portions of the data pool as children’s and young adult trade books were not common in early and mid-twentieth century; organization of books by grade range is problematic due to inexact nature of ranking narratives’ complexity; and definitive conclusions cannot emerge from a single study. Future research should consider how trade books represent other historical figures, particularly slave-owning American presidents. Practical implications Practical suggestions, such as how to address misrepresentations using primary sources, are offered. Originality/value Thomas Jefferson, undoubtedly an impactful American, is frequently included in elementary, middle level and high school curriculum. The authors examined Jefferson’s historical representation within trade books.
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Liu, Peng. "Chinese teachers’ perspectives on teachers’ commitment to change." International Journal of Comparative Education and Development 18, no. 1 (2016): 2–18. http://dx.doi.org/10.1108/ijced-10-2015-0005.
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Purpose – The willingness of teachers to be part of and contribute to education reform is crucial for its success and effectiveness. Based on the motivation theory of Bandura (1986), Leithwood et al. (1999) conceptualized teachers’ motivation as part of educational change and described it using four dimensions including personal goals, context beliefs, personal beliefs, and emotional arousal. They also defined teachers’ commitment to change as teachers’ identification with or desire to be part of the change process. To date, most studies relating to teacher commitment to change have been conducted quantitatively, with comparatively little qualitative investigation into teachers’ lived experiences during a period of curricular reform. The purpose of this paper is to fill this qualitative gap in the literature and describes the realities of Chinese secondary teachers during a period of curricular reform. It investigated how the four dimensions of teachers’ commitment to change interact with one another during the change process, and how internal and external school factors affect teachers’ levels of commitment to change. Design/methodology/approach – In this research, the purposive sampling strategy was used. Age, gender, years of service, and the type of school at which teachers taught were taken into consideration. In all, 23 Chinese teachers with different numbers of years of work experience participated in this study. According to Hargreaves (2005), teachers can be categorized into three groups based on their years of working experience. Teachers with one to five years’ teaching experience are regarded as early career teachers, teachers with six to ten years of teaching as mid-career teachers, and teachers with more than ten years of working experience as experts. The samples all had upper secondary school teaching experience. They were all certified teachers in China. Their years of working experience ranged from 1 to 5, 6 to 10, and more than 11 years. Their teaching subjects included English, literature, math, geography, physics, biology, and chemistry. Semi-structured, open-ended, in-depth interviews were used to collect data. Open-ended interviews were used to give teachers the opportunity to expand and elaborate upon their perception and experience of their commitment to change and describe in detail their experiences in school contexts where their commitment to change was supported or hindered. Findings – The research revealed that teachers in different age groups had different perceptions of teachers’ commitment to change and also that internal and external organizational factors have different effects on their perceptions. This study seeks to contribute to teachers’ professional development in the Chinese school context and may help school administrators across cultures to adopt more appropriate methods for realizing effective change in their schools. Originality/value – This study seeks an in-depth understanding of Chinese teachers’ motivation to be part of school reform, in particular the motivation process of Chinese teachers with different amounts of teaching experience. It contributes to the understanding of effective education change in China and other similar contexts.
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Hayes, Daniel, Anna Moore, Emily Stapley, et al. "School-based intervention study examining approaches for well-being and mental health literacy of pupils in Year 9 in England: study protocol for a multischool, parallel group cluster randomised controlled trial (AWARE)." BMJ Open 9, no. 8 (2019): e029044. http://dx.doi.org/10.1136/bmjopen-2019-029044.
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IntroductionThe prevalence of emotional difficulties in young people is increasing. This upward trend is largely accounted for by escalating symptoms of anxiety and depression. As part of a public health response, there is increasing emphasis on universal prevention programmes delivered in school settings. This protocol describes a three-arm, parallel group cluster randomised controlled trial, investigating the effectiveness and cost-effectiveness of two interventions, alongside a process and implementation evaluation, to improve mental health and well-being of Year 9 pupils in English secondary schools.MethodA three-arm, parallel group cluster randomised controlled trial comparing two different interventions, the Youth Aware of Mental Health (YAM) or the Mental Health and High School Curriculum Guide (The Guide), to Usual Provision. Overall, 144 secondary schools in England will be recruited, involving 8600 Year 9 pupils. The primary outcome for YAM is depressive symptoms, and for The Guide it is intended help-seeking. These will be measured at baseline, 3–6 months and 9–12 months after the intervention commenced. Secondary outcomes measured concurrently include changes to: positive well-being, behavioural difficulties, support from school staff, stigma-related knowledge, attitudes and behaviours, and mental health first aid. An economic evaluation will assess the cost-effectiveness of the interventions, and a process and implementation evaluation (including a qualitative research component) will explore several aspects of implementation (fidelity, quality, dosage, reach, participant responsiveness, adaptations), social validity (acceptability, feasibility, utility), and their moderating effects on the outcomes of interest, and perceived impact.Ethics and disseminationThis trial has been approved by the University College London Research Ethics Committee. Findings will be published in a report to the Department for Education, in peer-reviewed journals and at conferences.Trial registration numberISRCTN17631228.ProtocolV1 3 January 2019. Substantial changes to the protocol will be communicated to the trials manager to relevant parties (eg, ISRCTN).
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Pak, N. S. "The issues of public policy in the field of English language development in higher education in Ukraine." Legal horizons, no. 19 (2019): 42–48. http://dx.doi.org/10.21272/legalhorizons.2019.i19.p42.
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English is a modern and stable language for international communication. All progressive countries have long been leaders in their study and knowledge. That is, the success of the country directly depends on the level of knowledge of the most large-scale and universal language in the world. However, due to the unstable, imperfect, and weak English language system in the Ukrainian HEIs and in the country as a whole, we are unable to keep up with the times and to be at the proper level of political and economic development alongside the leading countries of the world. That is why many innovations and changes are being introduced at the current stage of education development in Ukraine, including the legislation. The field of English in higher education has always been and still is, the Achilles' heel. The overstated requirements and inconsistency of the tasks set for their implementation are what characterize the status of English language learning in the Defense Law in Ukraine. Ongoing implementation of updated standards and, in return, no improvements and prospects. According to statistics, the vast majority of the population of all foreign languages still understand English the best. And even after graduation, they have an adequate level of knowledge of the international language of communication. However, over the years of studying at the HEI, previously acquired language skills can not only improve but also preserve existing knowledge. The purpose of the article is: ⎯ study of the status of studying English in higher education institutions, which is fixed at the legislative level; to find out the problem of the status of studying English in the HEI in Ukraine; ⎯ finding out the meaning of English and learning it; ⎯ Consideration of the state perspectives of English language development in the Higher Education of Ukraine, in particular regarding the future requirements for the English language students and the concept of English language development in higher education in Ukraine; analyze the relationship between English language proficiency in the country and its political and economic development status. The importance of English to open new horizons and opportunities for people is recognized by Ukraine and is embedded in many national initiatives and strategies where English is recognized as key, including: ⎯ recognition of the need to ensure the competitiveness of Ukrainian scientists and graduates at national and international levels; ⎯ striving for internationalization of higher education; ⎯ programs for academic and educational integration within the EU; compulsory learning of English in primary and secondary education; ⎯ Adoption of the National Framework of the Professional English Curriculum for Use in the Defense Law of Ukraine; ⎯ defining the study of foreign languages, in particular English, as a priority of domestic policy in the strategic documents of Ukraine. Thus, the Sustainable Development Strategy "Ukraine-2020" within the framework of the Program of popularization of Ukraine in the world and promotion of Ukraine's interests in the world information space "envisages strengthening of the institutional capacity for the implementation of international strategic communications; increasing and optimizing Ukraine's presence at international events and venues; presence in the international academic, cultural and social environment. ⎯ English Year in Ukraine (2016) and more. [4] Keywords: English, higher education in Ukraine, the language of international communication, reform of the higher education system in Ukraine, HEI.
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Adeyemi, Deborah Adeninhun, and Maureen Sindisiwe Kalane. "English in Botswana Junior Secondary Curriculum." International Journal of Educational Sciences 3, no. 2 (2011): 119–27. http://dx.doi.org/10.1080/09751122.2011.11890016.
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Shimo, Etsuko. "明治期から大正期日本の高等学校入学試業と中学校の外国語教育：第一高等学校における変遷を中心に • Higher School Entrance Exams and Middle School Foreign Language Education in Meiji- and Taisho-Era Japan: The Case of Daiichi Koto Gakko". JALT Journal 41, № 1 (2019): 27. http://dx.doi.org/10.37546/jaltjj41.1-2.
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本稿では、明治期から大正期、特に1880年代から1910年代にかけて、高等学校の入学試業で英語・ドイツ語・フランス語がどのように扱われたのかを第一高等学校の入試を中心に明らかにし、その位置づけが中学校の外国語教育に与えた影響を考察する。重要な転機として、（1）1895年の第一部（法文学志望者）の一部においてドイツ語受験が可能とされ、また第三部（医学志望者）はドイツ語のみ受験が可能とされたこと、（2）1899年に第三部の受験がドイツ語に加えて英語でも可能となったこと、（3）1919年の規定により、文科乙類・理科乙類ではドイツ語による受験が、文科丙類ではフランス語による受験が可能となったことが挙げられる。ドイツ語やフランス語が入試科目に加えられたことは、高等教育におけるこれらの言語の重要性を維持する一助となった。しかし、どの専門であれ英語での受験が可能となった状況では、東京府立第一中学校の例が示すように、中学校でのドイツ語・フランス語教育推進にはつながらなかった。 Extensive research has been conducted on English entrance exams in Meiji- and Taisho-era Japan (e.g., Erikawa, 2011; Imura, 2003; Matsumura, 1997; Sasaki, 2008). However, very few studies have explored how other foreign languages were treated in entrance exams during this period of secondary and tertiary educational development. This paper, therefore, offers an examination of how English, German, and French were treated in higher school entrance examinations during this period, especially from the 1880s to 1910s, with a focus on Daiichi Koto Gakko (the First Higher School; named Daiichi Koto Chu Gakko, the First Higher Middle School, between 1886 and 1894), a predecessor of several university programs in the current system. How the treatment of these languages in entrance exams influenced foreign language education at middle schools, many of which turned into senior high schools after World War II, is also discussed. During the Meiji and Taisho eras, foreign language education in Japan received criticism from education experts for its English-only focus (Shimo, 2018; cf. current criticism in, e.g., Morizumi, Koishi, Sugitani, & Hasegawa, 2016; Otani, 2007). Foreign languages other than English that were important at that time were German and French. An advisory committee to the Prime Minister, Rinji Kyoiku Kaigi (Extraordinary Education Committee: September 21, 1917, to May 23, 1919) proposed in its report on May 2, 1918, that German and French, in addition to English, be promoted as foreign language subjects to be taught at middle schools. Discussion in the advisory committee was reflected in Higher School Order, which was promulgated in December 1918. According to the National Higher School Higher Course Entrance Examination Regulations promulgated in the following year, English, German, and French were included in the foreign language subjects for entrance exams. A unified-test system—with all higher schools using the same test questions—was also introduced. Until 1919, most higher schools offered only English, with an exception of Daiichi Koto Gakko. Daiichi Koto Gakko had three departments: The First Department was for candidates for law and literature majors; the Second Department for candidates for science, engineering, and agriculture majors; and the Third Department for candidates for medicine majors. Back in 1886, the school announced that they were going to offer only English from the 1891 entrance examinations, but their entrance examination rules also went through further changes. Among the changes, important turning points were as follows: (a) the change in 1895 allowed the First Department to offer German language as an entrance exam subject for certain groups of majors and the Third Department to offer German as the only foreign language option in their entrance exam; (b) in 1899, the Third Department started to offer English, in addition to German, as an entrance exam subject; and (c) in 1919 (two departments, Humanities and Sciences, were then formed instead of three), one section of Humanities and one of Sciences allowed German exams, and one section of Humanities allowed French ones. The last regulation was implemented nationwide, but not all higher schools offered French and German. By including German and French as entrance exam subjects, their importance in tertiary education was made stronger or at least kept the same. In spite of all these changes, however, the number of middle schools that taught German or French did not increase; it was limited to a few private middle schools. One notable case was Tokyo Furitsu Daiichi Chu Gakko [Tokyo Prefectural First Middle School]. German was added as a foreign language subject in their curriculum in 1902 when Tomoo Katsuura was the principal. In 1901, Katsuura attended the sixth meeting of Koto Kyoiku Kaigi (Upper-Level Education Committee; the first advisory committee of the Ministry of Education: 1896-1913), where the committee agreed on their proposal to the Ministry that German be taught in addition to English at one middle school in each prefecture. Katsuura’s effort turned out to be ineffective in promoting German education at the middle-school level because Daiichi Koto Gakko had already added English to the entrance exam for the Third Department in 1899. This historical examination indicates that when English was offered as an entrance exam subject for all majors at the tertiary level, simply providing other languages in entrance exams was ineffective in promoting those languages at the secondary level.
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Calvert, Mike, and Gary Clemitshaw. "Implementing Citizenship into the English Secondary School Curriculum." Pastoral Care in Education 21, no. 3 (2003): 3–12. http://dx.doi.org/10.1111/1468-0122.00264.
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Boche, Benjamin, and Megan Henning. "Multimodal Scaffolding in the Secondary English Classroom Curriculum." Journal of Adolescent & Adult Literacy 58, no. 7 (2015): 579–90. http://dx.doi.org/10.1002/jaal.406.
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Brown, James. "Managing difference: Secondary English in the national curriculum." English in Education 46, no. 3 (2012): 247–60. http://dx.doi.org/10.1111/j.1754-8845.2012.01130.x.
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Ng, Hui Yin, and Mohamad Zohir Ahmad. "Secondary School English Teachers’ Knowledge and Practice on CEFR-Aligned English Curriculum." Asia Pacific Journal of Educators and Education 36, no. 1 (2021): 75–91. http://dx.doi.org/10.21315/apjee2021.36.1.5.
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The Ministry of Education aligned the national English curriculum with the Common European Framework of Reference for Languages (CEFR) to increase the quality and standard of English Language. The success in implementing this educational reform is highly dependent on teachers. Teachers need to have sufficient knowledge in the incorporation of CEFR in their teaching to develop the ability of students to meet targeted CFER levels of English proficiency. The purpose of this study is to identify the teachers’ level of knowledge and practice on CEFR-aligned English curriculum. A total of 148 teachers who teach Form 1 and Form 2 English from the secondary schools in Pulau Pinang were involved in this study. The instrument of this study was a closed-ended questionnaire adapted from Kır (2011) and Ngo (2017). The data were analysed using descriptive and inferential statistics. Inferential analysis was conducted using Pearson correlation and Analysis of Variance (ANOVA) test. The findings showed that the level of knowledge (M = 3.49, SD = 0.58) and practice of teachers (M = 3.50, SD = 0.55) on CEFR-aligned English curriculum were moderate. Also, there was a strong relationship between teachers’ knowledge and practice on CEFR-aligned English curriculum. There was a significant difference existed in the level of knowledge and practice on CEFR-aligned English curriculum based on demographic factor namely the type of training received by teachers on CEFR. The findings of this study implied that the training and workshops ought to be conducted frequently as a support for teachers towards the implementation.
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Gursoy, Esim, and Hatice Kübra Bağ. "Is it Possible to Enhance the Creative Thinking Skills of EFL Learners through Training?" Advances in Language and Literary Studies 9, no. 6 (2018): 172. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.172.
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In the light of continuous change of global perspectives, current educational contexts have been evolving to cover the necessary 21st century skills that the individuals must acquire. Two of the 4Cs (creativity, critical thinking, collaboration and communication) of the 21st century educational trends; creativity and creative thinking are the key characteristics of the learners. Considering as one of the requirements of the global communication, knowing and learning a foreign language should keep up with the current improvements in the field of education. Language learners should think critically and creatively in order to communicate with people to enhance the global collaboration. The purpose of this study is to enhance students’ creative thinking skills through appropriate training and to understand the effectiveness of the stimuli type –visual or audio. A pre-experimental research design was chosen for the implementation of the training program. Two different groups –visual and audio – were given either visual or audio stimuli at the beginning of creative thinking tasks. 12 participants were chosen via convenience sampling for each group and the ages of the learners are between 12-13. The training continued for 6 weeks and the participants took 3 hours of training were week. Each training session covered creative thinking tasks which were adapted or designed for the development of creative thinking skills –fluency, flexibility, originality and elaboration. A task-based pretest was implemented before the treatment and the students’ creative thinking skills were measured through figural, written and oral tests and the post-test was implemented to check the effectiveness of the training program. The results were scored by two different raters and the scores were analyzed through SPSS program. The results indicate that the creative thinking capacity of both groups has improved however the visual group students have higher creative thinking after the completion of the training program. This study suggests that although regarded as a higher level of reasoning, creative thinking can be enhanced to some extent among the secondary school learners of English and it should be a part of EFL curriculum as an essential learning skill.
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이영아. "Secondary school English teachers’ perceptions and needs about the National English Curriculum." Journal of Research in Curriculum Instruction 19, no. 2 (2015): 571–96. http://dx.doi.org/10.24231/rici.2015.19.2.571.
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Sauntson, Helen, and Kathryn Simpson. "Investigating Sexuality Discourses in the U.K. Secondary English Curriculum." Journal of Homosexuality 58, no. 6-7 (2011): 953–73. http://dx.doi.org/10.1080/00918369.2011.581955.
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Foster, Stuart. "The English National Curriculum: A Secondary School Department's Exasperation." Educational Forum 60, no. 1 (1996): 38–44. http://dx.doi.org/10.1080/00131729509335089.
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Saleem, Muhammad, Hafiza Sadiya Iqbal, and Rafaqat Ali Akbar. "Challenges of English Curriculum Implementation at Higher Secondary Level in Pakistan." Global Language Review VI, no. I (2021): 1–10. http://dx.doi.org/10.31703/glr.2021(vi-i).01.
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The study was aimed to examine the challenges of English curriculum implementation at higher secondary level in Punjab. The study is quantitative in nature. The sample of the study was comprised of 429 English teachers teaching at the higher secondary level. A stratified sampling technique was used to select the sample. The data were collected through the survey research method and were analyzed by applying descriptive analysis techniques. The results of the study showed that English teachers face challenges in English curriculum implementation, such as lack of communication skill, inappropriate teacher trainings, teaching method and methodology, lack of teaching resources and aids, inappropriate assessment procedures, misalignment of the content of English textbook, insufficient institutional resources and inappropriate government policies regarding English curriculum implementation. The results of the study suggested giving motivation to English teachers by providing attractive incentives, appropriate training programs and proper supervision of curriculum implementation of English subject.
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Saleem, Muhammad, and Rafaqat Ali Akbar. "Issues of English Curriculum Implementation at Higher Secondary Level Schools in Pakistan." Review of Education, Administration & LAW 3, no. 2 (2020): 293–305. http://dx.doi.org/10.47067/real.v3i2.64.
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The study was aimed to examine the issues of English curriculum implementation at higher secondary level schools in Punjab. The study is quantitative in nature. The sample of the study was comprised of 429 English teachers teaching at higher secondary level schools. Stratified sampling technique was used to select the sample and one instrument was used for data collection named Issues of English Curriculum Implementation Questionnaire (IECIQ) comprised of 58 items developed by the researcher on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). The reliability of questionnaire of issues on English curriculum implementation was found .82. The instrument was also validated from 5 experts of relevant areas which assisted in refining language, clarity in items and sentence structure. The data were collected through survey research method and were analyzed by applying descriptive analysis techniques. The results of the study showed that English teachers used to face issues in English curriculum implementation at higher secondary level schools such as lack of communication skill, inappropriate teacher trainings, teaching method and methodology, multicultural society, lack of social and ethical development of students, lack of teaching resources and aids, inappropriate assessment procedures, misalignment of the content of English textbook, insufficient institutional resources, inappropriate government policies regarding English curriculum implementation and immeasurability of students learning outcomes written in English curriculum document. The results of the study suggested to give motivation to English teachers by providing attractive incentives, appropriate training programs and proper supervision of curriculum implementation of English subject.