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Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.
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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicate that there exists information in the curriculum components that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with appropriate teachers training programme were applying information from the curriculum within teaching process through demonstration method and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers? capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers? activities within the framework of initial teacher education and continuing professional development.
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Krastins, Valdis, and Vairis Laudams. "DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (March 5, 2010): 42–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.42.
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Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Normative Guidelines and Acts of the Ministry of Education and Science to accentuate educators’ as well as educational establishments’ autonomy to develop education curricula, licensing as well as their implementation in practice. The analysis of the structure of the curricula at general education establishments is based on the comparative approach; also, the interpretation of the obtained results is carried out. Results. Development of educational curricula requires a specific outlook of regularities which focuses on the development of pupils’ personality and community needs for a qualitative as well as appropriate knowledge. Scientists of educational management such as D.Pratt, J. Eglitis, G. Haydon in their research work deal with scientific grounds of the essence , development and innovation in the creative process of education curricula that are vitally important in the current circumstances in Latvia when schools balance each pupil, their parents’,municipalities and the State order for education promoting each youngsters’ career development in order to continue studies on a higher level of educating, foster their effective penetration into the labour market enhanced by availability of appropriate schools’ technical as well as financial resources. The authors explore school experience in developing general secondary education curricula as well as analyse their correlation with the sample education curricula. The research reveals that schools develop general secondary education curricula creatively, highly evaluating professionalism, the significance of further educational development, pupils’ requirements for a larger amount of lessons in certain subjects as well as the demands of the State Education Standard. Educational establishments carry out independently a vitally important job of planning; moreover, they add/supplement the offered samples of educational curricula by Ministry of Education and Science with new study subjects as well as suggest certain changes in the number of lessons in several study subjects. Key words: educational management, general education, educational curriculum, school autonomy.
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Putney, Dawn, Robert C. Morris, and Peter R. Sargent. "Developing Green Curriculum towards Sustainable Education." International Journal of Technology and Educational Marketing 6, no. 1 (January 2016): 34–51. http://dx.doi.org/10.4018/ijtem.2016010103.
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This article looks at a variety of topics affecting the development of a “Green School Curriculum” from kindergarten through high school. It places emphasis on teacher planning, involvement, and commitment, as well as offering a number of lessons and learning insights that support an “inquiry-based” curricular design. From elementary to middle to secondary classrooms this can help teachers explore instructional possibilities with numerous on-line sites to visit and probe in detail. A final emphasis is placed on the importance, utilization and incorporation of technology into today's schools highlighted through numerous resources and professional development.
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Rei, Sally M., and Joseph S. Renzulli. "The Secondary Triad Model." Journal for the Education of the Gifted 13, no. 1 (October 1989): 55–77. http://dx.doi.org/10.1177/016235328901300105.
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The Secondary Triad Model (Reis & Renzulli, 1985) evolved after several years of experience with numerous field test sites in which the Enrichment Triad Model had been implemented at the elementary level. In early attempts at the junior and senior high school levels, several problems emerged that were not easily resolved through the use of the elementary administrative design. These problems included scheduling, finding time for creative/productive work in “content crowded” classes, and developing administrative and staff support. How to blend the gifted program into already existing options such as advanced placement, honors classes and extra-curricular activities was an additional concern. The Secondary Triad Model, which has been implemented in many sites, begins with the formation of an Interdisciplinary Planning Team (IPT) that includes faculty members who volunteer to participate from each of the major academic areas. This team plans and organizes program goals and activities, and meets on a regular basis to discuss curriculum compacting options for students and to plan schoolwide enrichment opportunities. The Secondary Model also includes the formation of Talent Pool classes which are based in the Enrichment Triad Model. These classes actually become self-contained Triad programs within each discipline and allow regular curriculum to be compacted so that students may participate in Type I and Type II activities within the subject, and “revolve into” Type III experiences, if interests develop.
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Boddy, Gail, Alison Booth, and Anthony Worsley. "What does healthy eating mean? Australian teachers’ perceptions of healthy eating in secondary school curricula." Health Education 119, no. 4 (June 3, 2019): 277–90. http://dx.doi.org/10.1108/he-04-2019-0018.
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Purpose Teachers disseminate food knowledge and skills in secondary school curricula that provide essential skills for a healthy life. The purpose of this paper is to explore Australian secondary school teachers’ views of healthy eating and their sources of information in planning their food, nutrition and health curriculum. Design/methodology/approach Secondary school teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were ascribed to sections of the transcripts and throughout the process of inductive thematic analysis. The teachers’ responses were grouped into five main themes: approaches to teaching healthy eating, sources of food and nutrition information, curriculum planning, teaching goals and teacher career influences. Findings The teachers were clear about the aims and importance of teaching healthy eating in an experiential curriculum. They reported that teaching healthy eating assists the health and well--being of adolescents and their families. The effectiveness of current teaching in Australian secondary schools may be compromised by the positioning of food, nutrition and health topics in two separate curriculum areas: technologies and health and physical education, and competing school priorities and resources that limit the students’ exposures to food curricula. The teachers sourced food information from online websites, popular culture and social media. Their knowledge and views of healthy eating appeared to be associated with their interests, life experiences, education and employment histories. Practical implications These findings can assist with health promotion and education policy development. They can assist the design of healthy eating curriculum approaches for secondary schools and professional development courses for teachers, which will foster healthy food habits for adolescents, and their families in the future. Originality/value Secondary school teacher perceptions of the place of healthy eating in food, and nutrition curricula have been under examined.
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Pilkevics, Arturs, Rasma Jansone, and Inese Bautre. "E-Planner for Physical Education on the Secondary School Level in Latvia." LASE Journal of Sport Science 5, no. 2 (December 1, 2014): 25–29. http://dx.doi.org/10.1515/ljss-2016-0029.
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Abstract An innovative planning and assessment tool for the subject of Physical Education (PE) on the secondary school level has been created in the course of this research project. Evaluation of the research on the Latvian assessment system in PE has shown the current need for an online based curriculum planning tool (e-planner) which would help teachers to effectively and qualitatively determine the levels of knowledge, skills, personal trait attributes and development dynamics in PE. This finding has served as basis for the hypothesis of the work: creating an e-planner will have a positive influence on the planning and evaluation processes in the subject of Physical Education on secondary level. The author set put to determine the theoretical foundation and the desired content of the E-planner according to the curriculum standard of PE on the secondary level in Latvia and create the planner based on the free Google Forms online platform. Study included the evaluation of teachers’ opinion about using the E-planner for planning and evaluation purposes. The result of this project is the first on-line curriculum planning tool in the Latvian language which is based on the modern theoretical understanding of student-centered planning and the assessment approach in education. Implementing such a tool on a state level across the disciplines would improve the quality of planning and instruction in schools.
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Byrne, Jenny, Christopher Downey, and Ana Souza. "Planning a competence‐based curriculum: the case of four secondary schools in England." Curriculum Journal 24, no. 3 (September 2013): 335–50. http://dx.doi.org/10.1080/09585176.2012.731007.
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Martínez-Borreguero, Guadalupe, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, and Francisco Luis Naranjo-Correa. "Water from the Perspective of Education for Sustainable Development: An Exploratory Study in the Spanish Secondary Education Curriculum." Water 12, no. 7 (June 30, 2020): 1877. http://dx.doi.org/10.3390/w12071877.
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Current educational curricula in Spain contain few references to sustainability topics, so there is insufficient coverage of these issues in the classroom. Notably, there is a lack of reference to the concept of water from a sustainable perspective. The key aim of this study was to analyze the presence of the concept of water in the curriculum that regulates secondary education in Spain using a previously established system of categories. An exploratory and descriptive research methodology was followed, in which we carried out a qualitative lexicographical analysis of the concept of water in the Spanish secondary education curriculum. An analysis of the cognitive demand required of students to learn about water, according to Bloom’s taxonomy, was also conducted. The results show that the concept of water appears moderately in the curriculum focusing on some aspects of Sustainable Development. Likewise, the analysis of the cognitive demand required of students for learning about water reveals that lower levels of knowledge and comprehension predominate based on Bloom’s taxonomy. We consider that teaching water from a sustainable perspective can generate in students awareness and values about nature and the environment, knowledge that contributes to sensible use of water and involvement for sustainable development.
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Males, Lorraine M., and Ariel Setniker. "Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses." International Journal of Educational Research 93 (2019): 153–67. http://dx.doi.org/10.1016/j.ijer.2018.09.016.
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Henning, Mary Beth, and Sarah Johnston-Rodriguez. "Evaluating financial literacy curriculum for young adults with special needs: A review of content, universal design for learning, and culturally responsive curriculum principles." Citizenship, Social and Economics Education 17, no. 2 (July 30, 2018): 118–35. http://dx.doi.org/10.1177/2047173418789593.
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Acquiring financial literacy presents many unique challenges for young adults with disabilities. Although financial literacy can and should be taught throughout the lifespan, this review examines the curriculum accessible to students with high incidence disabilities who are 14–21 years old, when they are planning for transition from secondary school to the workforce/higher education. This review examines five examples of promising financial literacy curriculum: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. The curricula are compared for their application of universal design and culturally responsive curriculum principles. Completed rubrics will be presented to evaluate those curricula based on standards-based financial literacy concepts particularly relevant to youth with special needs, principles of universal design, and culturally responsive curriculum.
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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 (March 30, 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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CASINADER, NIRANJAN. "Geography and the Australian Curriculum: Unfulfilled Knowledges in Secondary School Education." Geographical Research 53, no. 1 (September 11, 2014): 95–105. http://dx.doi.org/10.1111/1745-5871.12081.
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Van Doorsselaere, Joris. "Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools." Sustainability 13, no. 4 (February 8, 2021): 1857. http://dx.doi.org/10.3390/su13041857.
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Heritage education is understood to be multifaceted. The way it is approached and conceived in formal educational contexts can differ according to the emphasis policy makers wish to establish. In Flanders, a region within Belgium, a curriculum reform took shape over the last seven years. This paper explores the recently introduced curriculum in Flemish secondary education, in light of Agenda 2030 for Sustainable Development. The main aim is to investigate how heritage education and sustainability fit into the newly developed curriculum framework, and the way they are interlinked on a conceptual level. The qualitative research draws on a screening of policy texts, learning outcomes, and additional interviews with policy advisors. The results show that heritage education is implicitly present. Cross-curricular opportunities are built-in and can be linked to (a) cultural awareness and expression; (b) historical consciousness; (c) citizenship; and (d) intercultural communication. Sustainable development, and more specific ESD, anchored itself firmly and more explicitly into the framework as a transversal key competence as well. However, clear connections to heritage education are not set up in the learning outcomes.
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Rajović, Jelena, and Milica Spasić-Stojković. "English for specific purposes in the curriculum of vocational secondary schools." Bastina, no. 51 (2020): 157–77. http://dx.doi.org/10.5937/bastina30-26741.
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The curriculum is the starting point for effective teaching planning. The outcome of the teaching process in secondary vocational schools depends, to a large extent, on the conception of the curriculum prescribed by state bodies, which is the case with most countries of the Western Balkans, including Serbia. The paper deals with the issue of English for specific purposes in secondary vocational schools, the representation of English for specific purposes in the curriculum of secondary vocational schools in Kosovo and Metohija, which are under the jurisdiction of the Ministry of Education, Science and Technological Development of the Republic of Serbia. The research describes approaches to curriculum development and planning for English for specific purposes. The analysis of plans and programs for the English language showed that the needs of students of vocational secondary schools of technical orientation in terms of English for specific purposes are not fully met. The research defines the components that are important to include in order to harmonize goals, forms and educational activities that will improve students' knowledge and prepare them for future professional roles.
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Repetto, Jeanne B., and Vivian I. Correa. "Expanding Views on Transition." Exceptional Children 62, no. 6 (May 1996): 551–63. http://dx.doi.org/10.1177/001440299606200606.
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This position paper defines transition from the early childhood and secondary perspectives, proposes an infrastructure for an expanded definition of transition based on common components, and advocates for a seamless model of transition service delivery in general and special education. The model includes program planning from birth through age 21, and addresses curriculum, location of services, futures planning, multiagency collaboration, and family and student focus. The article presents guidelines for implementing this seamless transition model throughout early childhood, elementary, middle, and secondary school programs.
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Sloggie, James, and James Ross. "Music Education in Scotland." British Journal of Music Education 6, no. 2 (July 1989): 213–18. http://dx.doi.org/10.1017/s0265051700007063.
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Stirrings of change in secondary education in general, and in music in particular, were taking place in Scotland towards the end of the seventies. Reports published at that time suggested that a deal of thinking on curriculum, and on methods of assessing pupils' achievements, was required. The authors record that, ten years later, the many discussions and trials that have taken place have borne fruit. In this article they describe the planning of the new examination in Music at Standard Grade, and take a brief look at its requirements.
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Rathi, Neha, Lynn Riddell, and Anthony Worsley. "Secondary school students’ views of food and nutrition education in Kolkata, India." Health Education 117, no. 3 (April 3, 2017): 310–22. http://dx.doi.org/10.1108/he-08-2016-0030.
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Purpose School-based nutrition education programmes have the potential to reinforce healthy dietary behaviours in adolescents. The purpose of this paper is to understand the views of secondary school students in Kolkata, India, regarding the food and nutrition curriculum, food skill acquisition at school and home and barriers to learning food skills. Design/methodology/approach The sample of 1,026 year nine students was drawn from nine private, English-speaking secondary schools in Kolkata, India to participate in a cross-sectional, self-reported paper-based survey. Data analyses including descriptive statistics and χ2 analyses were performed. Findings The majority of the respondents (65.3 per cent) were female. Biology, Home Science and Life skills classes were the main places in which students acquired food and nutrition knowledge. Almost two-thirds of the respondents acknowledged the importance of acquiring food-related knowledge and skills. Approximately half (48.3 per cent) reported that the food and nutrition curriculum involved excessive memorisation while around the same proportion described the curriculum as interesting (47 per cent) and easy to comprehend (50.3 per cent). However, relatively few students said they enjoyed attending food and nutrition classes (38.7 per cent). Only a minority reported receiving food skills training, i.e. cooking skills (23 per cent), meal planning skills and food purchasing skills (12.3 per cent) at school. Despite some parental support received at home, time constraints (50.5 per cent) and lack of interest (26.3 per cent) were cited as prominent barriers to learning food skills. Practical implications These data underscore the need for a skills-focussed food and nutrition curriculum to improve Indian adolescents’ food-related skills, nutritional knowledge and dietary behaviours. Originality/value This is the first cross-sectional survey to investigate the delivery of nutrition education and food skills in the Indian school context.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Bright, Ria, and Chris Eames. "Climate strikes: Their value in engaging and educating secondary school students." Set: Research Information for Teachers, no. 3 (December 20, 2020): 4–11. http://dx.doi.org/10.18296/set.0180.
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The climate strikes of 2019, an extraordinary worldwide phenomenon, swiftly and succinctly showed the world the collective concern of youth. What insights might curriculum planning for climate-change education and classroom pedagogy gain from these climate strikes? Preliminary findings from this study identified four significant considerations in regard to climate-change education. First, the soaring level of climate anxiety among youth. Secondly, political literacy is as important as climate-change literacy for action. Thirdly, social justice is the key to engaging students in climate-change education. Fourthly, an inquiry-based pedagogy that considers the academic (head), emotional (heart), and practical (hands) is appropriate for climate-change education.
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Tabulawa, Richard. "Geography in the Botswana Secondary Curriculum: A Study in Curriculum Renewal and Contraction." International Research in Geographical and Environmental Education 11, no. 2 (June 2002): 102–18. http://dx.doi.org/10.1080/10382040208667474.
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Ling, Loh Su, Vincent Pang, and Denis Lajium. "THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)." Journal of Nusantara Studies (JONUS) 4, no. 1 (June 29, 2019): 300. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315.
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Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems. Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subject in the lower secondary level. The data collection is mainly through document analysis of the three individual STEM subjects’ standard documents and the planned curriculum map for the school, along with the document on ‘Education for Sustainable Development Goals Learning Objectives’. Four possible design challenges were formulated based on the themes in SDG incorporating selected standards from the three STEM subjects as well as addition of a few new related concepts and skills. The description offers a way to assist educators in planning similar STEM education lesson or programmes or activities through integration of the existing individual STEM disciplines curriculum standards for different level and context relevant to the students. Keywords: Contextual problem solving, integration, standard-based, STEM education, Sustainable Development Goals (SDG). Cite as: Loh, S. L., Pang, V., & Lajium, D. (2019). The planning of integrated STEM education based on standards and contextual issues of Sustainable Development Goals (SDG). Journal of Nusantara Studies, 4(1), 300-315. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315
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Mohammad Abdul Wahab, Md. Abdus Sattar Molla, and Sohana Afrin. "Reasons for shrinking secondary science student enrollment in Bangladesh." World Journal of Advanced Research and Reviews 11, no. 2 (August 30, 2021): 069–80. http://dx.doi.org/10.30574/wjarr.2021.11.2.0349.
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To cope with the rapid advancement in science and technology and with knowledge explosion, the education policies of the countries in Asia and the Pacific give emphasis on science and technology education as an integral part of formal school education. Some countries have already started implementing new program of science, many countries are in the process of planning but Bangladesh’s plan is yet to take shape for the improvement of science curriculum. As a result, enrollment of students in science at the secondary level in Bangladesh has been shrinking gradually. It is imperative to investigate why scope of science education here decreases in the days of scientific advancement worldwide. Thus, the aim of this study is to improve the curriculum, science contents, and methods of teaching science, know-how on the use of process skill, teaching aids and laboratory equipment for teaching science in more meaningful and efficient manner to upright the science student enrollment scenario in place of the unfortunate declining trend in enrollment. For this, a study was conducted by collecting opinions of Head Teachers, classroom science teachers, education managers and some renowned science educators via questionnaires, focus group discussion (FGD) and interview. The study revealed that reduced scope of employment, scarcity of efficient science teachers, inadequate supply of science equipment, and above all no ‘priority of science’ over arts and business studies have been the main causes of shrinking enrollment science students.
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Chirikure, Tamirirofa. "UPPER-SECONDARY SCHOOL STUDENTS’ APPROACHES TO SCIENCE EXPERIMENTS IN AN EXAMINATION DRIVEN CURRICULUM CONTEXT." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 523–35. http://dx.doi.org/10.33225/jbse/20.19.523.
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This research explored upper-secondary school students’ approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students’ scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students’ approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students’ scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments. Keywords: science experiments, divergent approach, iterative approach, linear approach, mixed methods.
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Tuli, Dereje Mengistu, and Wudu Melese Tarekegne. "Parental Involvement in Secondary School Curriculum Implementation: The Case of East Wollega Zone, Ethiopia." Journal of Education and Research 9, no. 1 (March 15, 2019): 28–45. http://dx.doi.org/10.3126/jer.v9i1.28821.
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This study assesses the practices of parental involvement in curriculum implementation in East Wollega Zone in Ethiopia. To this end, a cross-sectional survey was designed. The data were collected from randomly selected teachers, students, Parent-Teacher Association (PTA) members, school principals, parents and supervisors through questionnaires and interview. Then, the quantitative data were analyzed and interpreted through frequency and mean score and the qualitative data were coded and narrated thematically. The findings indicated that the involvement of parents in general secondary schools curriculum implementation in East Wollega Zone was found to be low. However, efforts of the PTAs in having parents for planning and decision-making of curriculum implementation was high. The major challenges were inadequate school facility, inadequate training, parent’s lack of awareness, lack of good governance, and the unwillingness of teachers. To increase parental involvement, general secondary schools, woreda and zone education offices may train stakeholders, allocate adequate budget and schools should design an income-generating mechanism to fulfil school facilities and making parents active in curriculum implementation.
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van Harskamp, Michiel, Marie-Christine P. J. Knippels, and Wouter R. van Joolingen. "Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands." Sustainability 13, no. 14 (July 16, 2021): 7963. http://dx.doi.org/10.3390/su13147963.
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Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.
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Chisingui, António Valter, and Nilza Costa. "Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution." Sustainability 12, no. 8 (April 20, 2020): 3344. http://dx.doi.org/10.3390/su12083344.
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National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, this study stems from the following research question: how does initial teacher education (ITE) promote the SD Agendas (2030 and 2063 for Africa)? The approach to this question is carried out through a case study focused on an Angolan teacher education higher education institution, in its graduate course for future secondary school biology teachers. The main aims of this study are (i) to characterize how ITE includes SD and (ii) to suggest ways to improve SD, particularly focusing on students’ future professional needs. Data were gathered from document analysis (the pedagogical curriculum plan of the course; titles and abstracts of final-year future biology teachers’ essays) and an interview with the course director of the biology teaching program of the Angolan institution. Content analysis of the gathered evidence was based on a three-dimensional framework: (a) SD goals (SDG) and the curriculum; (b) teacher education principles; and (c) current Angolan curricular perspectives. Results show that although the Pedagogical curriculum plan and the formative path, from the interviewee’s point of view, do not explicitly integrate SDG and its challenges for biology ITE, the majority of essays analyzed are locally contextualized and in a number of cases articulated with some of the 17 SDG. Suggestions for inclusion of SDG in ITE and for teacher education research are put forward.
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Eilam, Efrat, Veerendra Prasad, and Helen Widdop Quinton. "Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum." Sustainability 12, no. 2 (January 13, 2020): 591. http://dx.doi.org/10.3390/su12020591.
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Climate change (CC) is widely accepted as the major threat of our time, posing unprecedented challenges to humanity. Yet very little is known regarding the ways in which upper-secondary curricula address the need to educate about this crisis. This study contributes to the field of CC education theoretically and empirically. From the theoretical perspective, the study contributes two CC conceptualisation frameworks: a characterisation of the nature of CC, and a mapping of the scope of CC content knowledge. The empirical contribution consists of examining CC education implementation within upper-secondary curriculum in the state of Victoria, Australia. Specifically we examined the CC conceptualisation and the scope of content present in the Victorian Certificate of Education (VCE) study designs. A total of 10 out of 94 study designs qualified for examination through referencing CC. The findings suggest that none of the study designs present a complete conceptualisation of the nature of CC. Common conceptualisations within the study designs perceive CC as a cause or an outcome, a problem of management, or of technological efficiency. CC content within the study designs is limited, and presents misconceptions, including the assumption that CC is a natural change caused by astronomical and solar systems. A cross-curriculum integration approach within the study designs is found to be ineffective. We conclude that CC presents a paradigm shift which brings about the new discipline of CC. There is a need for curricula reforms to address and incorporate CC as a coherent body of knowledge.
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Acosta Castellanos, Pedro Mauricio, Araceli Queiruga-Dios, Ascensión Hernández Encinas, and Libia Cristina Acosta. "Environmental Education in Environmental Engineering: Analysis of the Situation in Colombia and Latin America." Sustainability 12, no. 18 (September 4, 2020): 7239. http://dx.doi.org/10.3390/su12187239.
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Environmental education (EE) has become the only tool for environmental sustainability in training processes in Colombia, for basic cycles in primary and secondary, as well as university education. EE tends to transform human actions in nature, based on multidisciplinary knowledge that supports decision-making. Its goal is to generate a change in social behavior in order to achieve the recovery, conservation, and preservation of the environment. In Colombia, education for sustainable development (ESD) is embedded in EE. These educational models (EE and ESD) seek to achieve sustainable development goals (SDGs), which generally seek the economic and social well-being of nations, both for current and future generations. Environmental engineering is a relatively new degree course in Colombia and Latin America since it appeared in the mid-nineties, and it must involve EE within its curriculum. Students are trained in this trend. This research intends to demonstrate, through a curricular review of the environmental engineering curricula and also surveying students from this degree, the level of inclusion of EE in Latin America. Strengths are identified in the curricula, such as the strong presence of EE in disciplinary subjects and opportunities for improvement based on the needs of the students. The situation in South America is also included in this study.
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Kinchin, Gary D., and Mary O’Sullivan. "Incidences of Student Support for and Resistance to a Curricular Innovation in High School Physical Education." Journal of Teaching in Physical Education 22, no. 3 (April 2003): 245–60. http://dx.doi.org/10.1123/jtpe.22.3.245.
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While there have been frequent calls for reform in secondary physical education, little research has focused on the implementation and assessment of curriculum from the perspective of students. Drawing upon the theoretical frame of student resistance, the purpose of this study was to describe how high school students demonstrated support for and resistance to implementation of a 20- day curricular initiative termed a Cultural Studies unit. This approach consists of an integrated practical and theoretical study of sport and physical activity. Data were collected through student focus group interviews, student journals, nonparticipant observations, and informal conversations. Students responded favorably to the principles of Sport Education and the opportunities to critique issues of social justice. Such content was considered appropriate for physical education. Resistance to some aspects of the unit was both overt and covert. Meticulous and careful planning of content and choice of pedagogy to facilitate delivery is crucial to positioning a Cultural Studies unit in a high school program.
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Perehinets, Mykhailo, and Liudmyla Dolzhenko. "Expert Evaluation of the Organization of Physical Education in Educational Institutions with in the General Secondary Education System." Physical education, sports and health culture in modern society, no. 1(37) (March 31, 2017): 30–34. http://dx.doi.org/10.29038/2220-7481-2017-01-30-34.
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The current relevance of the research is due to a decrease and sometimes lack of motivation in students, especially high school age, to exercise so as the time limit for extracurricular forms of organization of physical education. The goal of the study was to determine the opinions of teachers of physical culture, on the organization of physical education in educational institutions of secondary education. The results of the research paper present data obtained from the survey author Physical Education teachers working in various schools of secondary education in Ivano–Frankivsk, on the organization of physical education in school. The research found that 21,2 % of teachers still do not take into account the views of students in choosing the variant modules. Identified guidance to teachers introduced new variant modules of the program of physical education. Described list of diseases that are ill students and other features of the educational process with physical training. The findings obtained in the study provide an opportunity to «look through the eyes of teachers» in the process of physical education in schools of general secondary education, recommendations for improving curriculum. The material can serve as methodical teacher to develop planning documents for schoolboy of all ages. The actual survey allows luggage improve teacher of physical culture in school.
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Kočvarová, Ilona. "Population Reduction, Unification of Curriculum and Diversification of Financial Support of Secondary Education in the Czech Republic: The Situation in the Years 2006 – 2016." Acta Technologica Dubnicae 7, no. 1 (April 1, 2017): 27–42. http://dx.doi.org/10.1515/atd-2017-0002.
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Abstract Introduction: The article focuses on the situation in the area of secondary education in the Czech Republic. Its aim is to reflect three topics: population reduction, unification of curriculum and diversification of financial support of secondary education in the Czech Republic in 2006 - 2016.Methods: The results are underlined by available data from the national statistics. The data are collected annually and are accessible on the website of the Ministry of Education, Youth and Sports. They contain the entire population of secondary schools, teachers and pupils. Analysis was provided with the use of SPSS, version 24.Results: There is a reduction of vocational and apprentice schools, but at the same time we are increasing financial support to their fields of study. Under the 2004 law, each school has an individual school educational program, but realistically, we see that the curriculum at secondary school level of education rather standardises. On the labour market, we need graduates of vocational and apprentice schools, but we still strongly support grammar schools and other theoretically oriented schools, whose graduates are not motivated for manual professions.Discussion: Closer analysis focused on reflection of selected trends in the area of secondary education is needed for the purposes of education policy and for planning future research studies in this area.Limitations: Continuous development takes place in the field of education. All comparisons in the years 2006-2016 are therefore limited. The data were used in their original form, in some cases were not available and therefore they could not be included in the analysis.Conclusions: Educational policy is very complicated, because education is difficult to control and it is based on freedom of access. Therefore, the most important target for the future is to stabilize the situation and be able to reflect maximum of factors influencing secondary education in our society. Although current trends clearly support lifelong learning and its unification, we should not forget the specific fields of apprentice and vocational schools, which are needed on the labour market.
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Moreno-Pino, Francisco M., Rocío Jiménez-Fontana, José María Cardeñoso Domingo, and Pilar Azcárate Goded. "Study of the Presence of Sustainability Competencies in Teacher Training in Mathematics Education." Sustainability 13, no. 10 (May 18, 2021): 5629. http://dx.doi.org/10.3390/su13105629.
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This article presents the results of the analysis of the presence of the sustainability competencies proposed by the Sectoral Commission of the Conference of Rectors of Spanish Universities in three degrees in the area of Didactics of Mathematics of the Faculty of Education Sciences at the Universidad de Cádiz (Spain): the degree in Early Childhood Education, the degree in Primary Education, and the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics). The research method used is content analysis, reflected in the syllabi of the subjects of the degrees analysed. To carry out the analysis, two instruments were used: an adaptation of the model of the Green Curriculum in Higher Education and the map of generic competencies in sustainability of the EDINSOST project. The global results show a very low relative presence of sustainability competences in the area of Didactics of Mathematics (25%), the competency related to ethical aspects having the lowest relative presence (10%). For the most part, the competencies related to sustainability are established for the lowest level of mastery, “know”. When comparing the degree programmes, the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics) is the degree that contributes the most to the development of the sustainability competency (32%), followed by the degree in Early Childhood Education (25%), and the degree in Primary Education (18%). Including sustainability in the curriculum of mathematics education in higher education can improve the training of professionals who engage in reflective and critical thinking. However, these results show there is still a long way to go.
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Robinson, Jennifer. "Australian super veteran secondary school music teachers: Motivated and valuable." International Journal of Music Education 38, no. 2 (February 6, 2020): 226–39. http://dx.doi.org/10.1177/0255761420902870.
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Veteran teachers are defined as having over 15 years’ teaching experience. This research introduces a new career stage of ‘super veteran’ for music teachers that have worked for 30 plus years and seeks to identify the influences on, and contributions of, Australian secondary school music teachers of this career stage. This article reports on survey data gathered in a larger qualitative study that contained a national survey and interviews. The analysis of the interview data in the larger study is yet to be completed. Likert-type scale questions were used for demographic data collection and open-ended questions explored influences on music teacher work practice. Of the responses, 32 were from super veteran secondary school music teachers. These teachers were motivated by working with students and felt valued by them and their parents. Super veterans continued to be engaged in professional development, found work–life balance a constant challenge and many were planning to continue teaching. This research has implications for school leaders in encouraging, valuing and utilising the expertise of super veteran secondary school music teachers. It suggests tailoring professional development for this career stage, gives feedback on the implementation of new curriculum and indicates strategies for stress management and work–life balance.
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Kiggundu, Amin Tamale. "Constraints to Urban Planning and Management of Secondary Towns in Uganda." Indonesian Journal of Geography 46, no. 1 (June 30, 2014): 12. http://dx.doi.org/10.22146/ijg.4986.
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Many towns in Uganda are growing at an unprecedented rate. By 2030 more than 50% of Ugandans will beliving in urban centres. This rapid growth of urban centres in Uganda provides for economic opportunities for manyurban residents. It also poses various challenges such as urban sprawl, emergence of informal settlements as well asurban poverty. Over 60% of the urban residents in Uganda live in the informal settlements with no basic services andinfrastructure such as piped water, decent housing, good roads, sewerage systems as well as schools and health centres.This paper aims to examine and understand the constraints to urban planning and management of secondary towns inUganda. Using an eclectic mix of research methods such as face to face interviews targeting key informants, a questionnairesurvey as well as observation, the study found that the current modernist planning approach has not achieved itsintended goal of promoting orderly urban development and improve service delivery in the secondary towns. The studyalso revealed that the urban residents are rarely involved in planning. Besides, there is an apparent mismatch betweenwhat is taught at the local planning schools and what is required in terms of planning in the secondary towns. To addressthese intractable urban challenges, it is critical that the current planning education and curriculum are reviewed to producecreative and imaginative planners that can respond more effectively to the community problems, adopt a strategyto promote strategic spatial planning that is more participatory, carry out public awareness campaigns about the need forproper planning of towns and adopt a strategy for promoting innovative funding programmes such as municipal bonds,use of the stock exchange to mobilise the required investable funds, allow the private sector to access institutional fundssuch as the employee provident fund and promote public-private partnerships.
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Martínez-Borreguero, Guadalupe, Jesús Maestre-Jiménez, Francisco Luis Naranjo-Correa, and Milagros Mateos-Núñez. "Analysis of the Concept of Energy in the Spanish Curriculum of Secondary Education and Baccalaureate: A Sustainable Perspective." Sustainability 11, no. 9 (May 1, 2019): 2528. http://dx.doi.org/10.3390/su11092528.
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Teaching and learning of concepts within the science, technology, society, and environment (STSE) approach, such as energy, are key elements in improving students’ competencies in sustainability within the framework of environmental education. The overall objective of this research has been to analyze the concept of energy in secondary education curriculum from a sustainable perspective. Likewise, the levels of cognitive demand in the curriculum for the students’ acquisition of the concept are analyzed. The design of the research is a descriptive, exploratory type, with mixed qualitative and quantitative analysis of the obtained data. A methodology similar to that carried out in other researches was followed, and an analysis established a system of categories to classify the references found. The results obtained reveal that the regulations that govern teaching of secondary education (12–18 years) deal in depth, and in an compulsory way, with the concept of energy. However, more action is required to promote sustainability at all stages of education, in order to alleviate current and future environmental problems.
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Gong, Qian, Yushan Duan, and Fengtao Guo. "Disaster Risk Reduction Education in School Geography Curriculum: Review and Outlook from a Perspective of China." Sustainability 13, no. 7 (April 2, 2021): 3963. http://dx.doi.org/10.3390/su13073963.
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In order to investigate the content evolution of Disaster Risk Reduction (DRR) in the school geography curriculum in China, this research used the five dimensions of DRR learning framework, namely knowledge, response, action, participation, and integration, as a platform and a conceptual premise upon which to review the primary and secondary school geography curriculum standards from 1986 to the present. Geography as a carrier subject had been an integration approach of DRR in the national curriculum in China. Using the method of qualitative content analysis with the support of the software NVivo 12, we came to the following results: the DRR-relevant content in the geography curriculum standards that used for analysis in this research had undergone constant changes and finally reached a relatively stable state; the changes of DRR-relevant contents in primary school, middle school, and high school curriculum presented different characteristics. In the future geography curriculum reform, it is necessary to realize that the term disaster does not describe the natural event per se, but instead its impact on/consequences for infrastructure and society. It is bound to add more DRR-relevant content that belongs to the “action” dimension and the ‘participation’ dimension, especially at the primary and middle school stages, and to systematically incorporate the DRR-relevant content of the “integration” dimension into the school geography curriculum.
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Pellín Carcelén, Ana, Nuria Cuevas Monzonís, Ana Rodríguez Martín, and Vicente Gabarda Méndez. "Promotion of Environmental Education in the Spanish Compulsory Education Curriculum. A Normative Analysis and Review." Sustainability 13, no. 5 (February 25, 2021): 2469. http://dx.doi.org/10.3390/su13052469.
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The environmental education and the promotion of the sustainability are two of the main axes in the international guidelines around the world. Education institutions must play an active role to achieve environment and sustainability awareness, and government educational policies should provide education institutions the necessary tools. This study tries to analyze the way in which these topics have been integrated in the Spanish compulsory curriculum through the normative review. Specifically, a content analysis has been used to quantify environmental and sustainability references, both in the subjects they integrate and the contents and standards which they relate with. The results show that: (1) there is not a transversal consideration of these terms; (2) the integration is greater in the Secondary Education; (3) environmental and sustainability treatment is mostly theoretical and focused on instrumental subjects; (4) when the approach is practical, it is often linked to reflections processes. Thus, we conclude on the need for governmental institutions to increase the presence of these terms in the educational curriculum and to integrate them in a transversal way and, through specific content, skills that contribute to build a collective social awareness of the importance of these phenomena in our society, including them as content as well as in the initial and continuous training.
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Markus, Laurah, Stephanie Sungkim, and Mohd Zaki Bin Ishak. "Issues and Challenges in Teaching Secondary School Quantum Physics with Integrated STEM Education in Malaysia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 5 (May 10, 2021): 190–202. http://dx.doi.org/10.47405/mjssh.v6i5.774.
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The emphasis on STEM education in the physics curriculum moves toward addressing the 21st-century demands, but its implementation is fraught with issues and challenges. This paper exposes teachers’ and students’ concerns and problems with integrated STEM education implementation and relates them to the anticipated problem in quantum physics (QP) learning and facilitation (L&F) in secondary school. The QP L&F challenges include the odd ontological worldview and abstractness of concepts, which have created serious misconceptions among teachers and students. A solution is proposed to address this difficulty, including applying an interactive simulation and a hands-on experiment. This paper also proposes a theoretical framework for developing an instructional module to cater to meaningful QP learning with integrated STEM elements. The proposed theoretical framework has several advantages, including guidance in planning an instructional module applicable to classroom activities and explaining the topic using an inquiry-based learning (IBL) approach with learning activities coordinated using the 5E Instructional Model. Nonetheless, further research is necessary to study the instructional module’s development, usability, and L&F effectiveness in the classroom.
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Hoël, Mark. "Limits to Globalisation: Technology in Secondary School Geography, the International Baccalaureate Curriculum and Ontario Public Education Experiences." International Research in Geographical and Environmental Education 13, no. 4 (November 15, 2004): 370–73. http://dx.doi.org/10.1080/14724040408668458.
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García-González, Juan Antonio, Saúl García Palencia, and Irene Sánchez Ondoño. "Characterization of Environmental Education in Spanish Geography Textbooks." Sustainability 13, no. 3 (January 22, 2021): 1159. http://dx.doi.org/10.3390/su13031159.
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Environmental problems endanger the sustainability and survival of our planet. A way to raise awareness of the seriousness of the current environmental situation among future citizens and instill proactive behaviors that place the environment at the center of decision-making is environmental education. This study analyzes nine primary and secondary education textbooks in order to see what environmental education students receive as part of the subject of geography across the years of compulsory education in Spain. These textbooks are published by three different and main companies, which are a good example of the adaptation of the official curriculum. The study was conducted using the design and development of a coding sheet combining analysis of format (quantitative) and content (qualitative). The results show much room for improvement there is in environmental education in Spain. This improvement should start from the organization of the curriculum and its subsequent transposition into the textbooks. Thus, many changes are needed if we wish to build a society capable of effectively solving the threat of the environmental problems that surround us.
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Plotner, Anthony J., and Stacy K. Dymond. "How Vocational Rehabilitation Transition Specialists Influence Curricula for Students With Severe Disabilities." Rehabilitation Counseling Bulletin 60, no. 2 (August 1, 2016): 88–97. http://dx.doi.org/10.1177/0034355215626699.
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According to decades of research on secondary transition for individuals with disabilities, cross-agency collaboration with adult service providers is an integral element of positive post-school outcomes. While much has been written about the general functions of vocational rehabilitation (VR) professionals and their part in the transition planning process, limited research has explored the role these professionals play in curriculum decisions, particularly for students with the most significant disabilities. Through the use of semi-structured, face-to-face interviews, the authors explain the work of six transition specialists in a midwestern state who are jointly funded by VR and the respective local education agencies with which they work. Specifically, their influence on the development and implementation of transition-related curricula for students with severe disabilities is addressed. Participating VR transition specialists reported that they influence curricula through a collaborative approach, and focus on resource and knowledge sharing. These professionals also reported delivering several direct-service activities to students inside and outside of the school environment.
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Queiruga-Dios, Miguel Ángel, Emilia López-Iñesta, María Diez-Ojeda, María Consuelo Sáiz-Manzanares, and José Benito Vázquez Dorrío. "Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education." Sustainability 12, no. 10 (May 23, 2020): 4283. http://dx.doi.org/10.3390/su12104283.
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Curricular integration in formal teaching of citizen science can bring to the classroom aspects of scientific literacy that encourage the involvement of citizens. In particular, these include non-epistemic aspects related to the sociology of science (which are often not transferred to the classroom). Furthermore, this practice raises awareness among students, and encourages them to become participants in the attainment of the United Nations’ Sustainable Development Goals (SDGs). This article describes a proposal for the integration of a citizen science project into the secondary education curriculum that can be reproduced in any educational center. Eighty-three secondary school pupils (14–15 years old) took part in this research at a city-center school in Northern Spain. A questionnaire based on validated studies was created and used to analyze the changes in attitudes of pupils towards science and technology and their improvement in scientific literacy in terms of scientific processes and scientific situations. The results indicate a significant improvement in the attitudes towards science and technology among the participating learners, as well as a better understanding of scientific processes and situations. Likewise, the results reflect how the implementation of the citizen science project contributes to the SDGs.
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Casinader, Niranjan. "Secondary Geography and the Australian Curriculum – directions in school implementation: a comparative study." International Research in Geographical and Environmental Education 25, no. 3 (March 2, 2016): 258–75. http://dx.doi.org/10.1080/10382046.2016.1155325.
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., Fahrurrozi, and . "The Implementation of Character Education Based on 2013 Curriculum in the Elementary and Secondary Schools of Kupang Nusa Tenggara Timur Indonesia." International Journal of Engineering & Technology 7, no. 3.21 (August 8, 2018): 536. http://dx.doi.org/10.14419/ijet.v7i3.21.17229.
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This research aimed to know the implementation of character education based on the 2013 curriculum in Kupang City, Nusa Tenggara Timur. The research approach used to obtain the data was qualitative by using survey and descriptive designs. The research was conducted at SD and SMP in Kupang City of (1) SDN Osapa Kecil 2, (2) SD Inpres Osapa, (3) SDN Kelapa Lima 1, (4) SD 2 Don Bosco, ( 5) SD Don Bosco (6) SMPN 5 Kota Kupang, (7) SMPN 8 Kota Kupang. The data were collected using: (1) questionnaire, (2) document, (3) interview, and (4) observation. The research results indicated that the implementation of character education in Kupang City has been integrated as: (1) the teacher has implemented character education as stated in the lesson planning activities. (2) School culture in the effort to support the implementation of character education such as (a) discipline of school attendance, flag ceremony, school rules (b) religiously through greetings, smiles, congregational worship, (c) school programs through the socialization of character education either orally or in writing, (e) clean and healthy life in the form of cleanliness concern towards the school environment, (f) the students’ culture of queuing up for any activity performance.
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Tsikati, Alfred, Marietta Dlamini, and Musa Dube. "Gap Analysis for Future Agricultural Education Research in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (August 19, 2019): 64–74. http://dx.doi.org/10.5191/jiaee.2019.26205.
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From the late 1970s to the early 1980s, agriculture educators began to use research as a way of verifying, creating, disseminating and applying new knowledge. However, existing literature is inconclusive on research themes covered and yet to be covered in Agricultural Education in Eswatini. Thus, this study sought to identify themes and gaps for future research in Agricultural Education in Eswatini. This was a qualitative study employing desk review in data collection. Trustworthiness of the content analysis guide was ensured through the use of experts from the Department of Agricultural Education and Extension (AEE) at the University of Eswatini (UNESWA). Data analysis was performed using frequencies and percentages. Findings of the study revealed that in Agricultural Education, gaps existed in the following thematic areas: primary themes - programme delivery methodologies and curriculum programme planning; and secondary themes- creative thinking and problem-solving; innovative instructional technologies; teaching basic and academic skills; professional staff development; educational methodologies for teaching and learning; professional preparation and competence; and needs of future agricultural workforce. The study concluded that research conducted in Agricultural Education in Eswatini is imbalanced in both primary and secondary research themes. Therefore, the Department of AEE at UNESWA must establish a research agenda to ensure that the research conducted is thematically balanced. Keywords: Agricultural Education, primary themes, research project, research thematic areas, secondary themes, University of Eswatini
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Kwashabawa, Bala Bakwai. "ASSESSMENT OF THE ROLE OF SCHOOL COMMUNITY RELATIONSHIP IN THE DEVELOPMENT OF SECONDARY EDUCATION IN ZAMFARA STATE." Sokoto Educational Review 14, no. 1 (June 30, 2013): 11. http://dx.doi.org/10.35386/ser.v14i1.86.
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This study investigated the roles of school community relationship in the development of secondary education in Zamfara State. The population of the study consisted of all the principals, vice principals, teachers and PTA officials of the 89 senior secondary schools in Zamfara state. The research design adopted was descriptive survey and questionnaire was used in collecting data. Among the major findings of the study is that school community relationship is very significant in the development of secondary education in Zamfara State because it helps in the discipline of students, welfare of teachers, the planning of curriculum, information sharing and dissemination, provision of school facilities, finance, policies, security, management decision and in monitoring students' progress. It is also found resources which Zamfara State Senior Secondary classrooms, halls and lecture theatres, playgrounds, libraries, business centres, restaurants and/or canteens, furniture, parks and gardens and school farms. It is concluded that school community relationship plays a very significant role in the development of secondary education in Zamfara State. It is recommended that School principals should have some information about the composition of the community, what community opinion is regarding both broad educational issues and day to day operation of the school itself. And also school administrators should acquaint themselves with educational resources available in the community in order that they can be utilized to enrich and enhance the school
programmes.
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Chong, King Man Eric. "Using experiential learning of NGOs to enhance active citizenship education in school curriculum." Asian Education and Development Studies 9, no. 4 (September 26, 2019): 559–77. http://dx.doi.org/10.1108/aeds-02-2018-0023.
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Purpose The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing students’ active citizenship in two Hong Kong Chinese secondary schools. Design/methodology/approach This study employs a case study in which teachers and the researcher engage in planning, implementing and evaluating an experiential learning unit which combines together both classed-based learning activities and experiential learning activities provided by NGOs in real-life settings. Qualitative interview findings are collected from teachers and students. Findings Incorporating experiential learning activities in thematic learning units provided by NGOs for the active citizenship of students can facilitate teachers to develop student learning outcomes of empathy and perspective taking derived from authentic experience. In particular, teachers’ reflect on how to facilitate Chinese students’ reflect on disadvantaged people and ethnic minorities. This action research study recommends that students’ conceptual understanding of concepts such as poverty and ethnic minorities should be developed before they participate in NGO’s experiential learning activities, so that the experiential experiences can add something on what they have already learnt. Originality/value This study found some useful implications for exploring ways for teacher development by applying an experiential learning model in combination with classroom-based learning for active citizenship. This research study recommends implementing pre-experiential conceptual building activities and post-experiential classroom-based enquiry and reflection activities to help students consolidate their learning experiences through verbal and written reflection, as well as on what actions that they can take.
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Dalu, Mwazvita T. B., Ross N. Cuthbert, Hulisani Muhali, Lenin D. Chari, Amanda Manyani, Current Masunungure, and Tatenda Dalu. "Is Awareness on Plastic Pollution Being Raised in Schools? Understanding Perceptions of Primary and Secondary School Educators." Sustainability 12, no. 17 (August 21, 2020): 6775. http://dx.doi.org/10.3390/su12176775.
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Plastic pollution is a major global issue and its impacts on ecosystems and socioeconomic sectors lack comprehensive understanding. The integration of plastics issues into the educational system of both primary and secondary schools has often been overlooked, especially in Africa, presenting a major challenge to environmental awareness. Owing to the importance of early age awareness, this study aims to investigate whether plastic pollution issues are being integrated into South African primary and secondary education school curriculums. Using face-to-face interviews with senior educators, we address this research problem by investigating (i) the extent to which teachers cover components of plastic pollution, and (ii) educator understandings of plastic pollution within terrestrial and aquatic environments. The results indicate that plastic pollution has been integrated into the school curriculum in technology, natural science, geography, life science, life skills and life orientation subjects. However, there was a lack of integration of management practices for plastics littering, especially in secondary schools, and understanding of dangers among different habitat types. This highlights the need for better educational awareness on the plastic pollution problem at both primary and secondary school level, with increased environmental programs needed to educate schools on management practices and impacts.
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Yasar, Okan, and Mehmet Seremet. "An evaluation of changes to the secondary school geography curriculum in Turkey in 2005." International Research in Geographical and Environmental Education 18, no. 3 (July 31, 2009): 171–84. http://dx.doi.org/10.1080/10382040903053950.
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Gonçalves, Harryson Júnio Lessa, and Antônio Hilário Aguilera Urquiza. "CURRÍCULOS INTRA/INTERCULTURAL NA BOLÍVIA: a matemática e a perspectiva pós-colonial." Cadernos de Pesquisa 24, no. 3 (December 21, 2017): 41. http://dx.doi.org/10.18764/2178-2229.v24n3p41-58.
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O artigo tem como objetivo descrever, a partir de documentos curriculares, o processo de planificação dos currículos regionalizados do Estado Plurinacional da Bolívia. Para tanto, tem como objetivos específicos: a) identificar a organização e estrutura o sistema educacional boliviano a partir de algumas características sociais, histórica e econômicas; b) identificar pressupostos teóricos que consubstanciam a reforma curricular boliviana; c) descrever a organização curricular de Matemática no ensino secundário (Ensino Médio) viabilizada pelos currículos bolivianos. A investigação foi desenvolvida a partir de documentos curriculares que, pressupomos, são pouco conhecidos no Brasil e, por isso, como estratégia para afirmação da identidade latino-americana no Brasil. Assim, o estudo foi produzido a partir de pesquisa bibliográfica (artigos sobre ensino de Matemática na Bolívia) e documental (análise de documentos e currículos oficiais da Bolívia). Desse modo, nos consubstanciamos em um referencial teórico pós-colonial. O currículo analisado nos revelou um compromisso com a educação centrada em aspectos antropológicos que toma o conhecimento como histórica e socialmente posicionado a partir da diversidade cultural, valorizando, assim, saberes providos de povos indígenas originários; percebemos, ainda, um currículo distanciado de bases conceituais e epistemológicas preconizadas pela comunidade internacional de educadores matemáticos.Palavras-chave: Currículo de matemática. Bolívia. Educação boliviana.INTRA/INTERCULTURAL CURRICULA IN BOLIVIA: mathematics and the post-colonial perspective Abstract: The article aims to describe, from curricular documents, the process of planning the region's curriculum, of the Sate of Plurinational of Bolivia. To do so, it has specific objectives: a) to identify the organization and structure of the Bolivian educational system based on some social, historical and economic characteristics; b) to identify theoretical assumptions that underpin Bolivian curricular reform; c) describe the curricular organization of Mathematics in secondary education (Middle School) made possible by Bolivian curriculum. For that, the research was developed from curricular documents that, we assume, are little known in Brazil and, therefore, as a strategy for affirming the Latin American identity in Brazil. Thus, the study was produced from bibliographical research (articles on teaching Mathematics in Bolivia) and documentary (analysis of official documents and curricula from Bolivia). Therefore, we are based on a post-colonial theoretical framework. The curriculum analyzed showed us a commitment to education centered on anthropological aspects that takes knowledge as historical and socially positioned from cultural diversity, thus valuing the knowledge provided by native indigenous peoples; We also notice, a curriculum distanced from the conceptual and epistemological bases advocated by the international community of mathematical educators.Keywords: Mathematics curriculum. Bolivia. Bolivian education. CURRÍCULOS INTRA/INTERCULTURAL EN BOLIVIA: la matemática y la perspectiva post-colonial Resumen: El objetivo del artículo es describir, a partir los documentos curriculares, el proceso de planificación de los currículo regionalizados del Estado Plurinacional de Bolivia. Para ello, tenemos como objetivos específicos: a) identificar la organización y estructura del sistema educativo boliviano a partir de algunas características sociales, históricas y económicas; b) identificar los fundamentos teóricos que aportan la reforma curricular boliviana; ci) describir la organización curricular de Matemáticas en la educación secundaria viabilizada por los currículos bolivianos. La investigación fue desarrollada a partir de documentos curricular que, presumimos, son poco conocidos en Brasil y, por eso, se presenta como estrategia para la afirmación de la identidad latinoamericana en Brasil. Así, el estudio fue producido a partir de investigación bibliográfica (artículos sobre Enseñanza de Matemáticas en Bolivia) y documental (análisis de documentos y currículos oficiales de Bolivia). De ese modo, nos basamos en un marco teórico pos-colonial. El currículo analizado nos reveló un compromiso con la educación centrada en aspectos antropológicos que parte de un conocimiento histórico y socialmente posicionado a partir de la diversidad cultural, valorando los saberes provenientes de pueblos indígenas originarios; Percibimos también un currículo distanciado de bases conceptuales y epistemológicas preconizadas por la comunidad internacional de educadores matemáticos.Palabras clave: Currículo de matemática. Bolivia. Educación boliviana.