Journal articles: 'Education, Secondary|Education, Social Sciences'

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Admiraal, W., P. W. van Schaik, A. A. Bastiaanse, and N. S. van Schaik-Maljaars. "Teaching reading strategies in science and social sciences in secondary education." L1 Educational Studies in Language and Literature 18, Running Issue, Running Issue (December 2018): 1–15. http://dx.doi.org/10.17239/l1esll-2018.18.03.04.

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Abbott, Jane. "STS and Secondary Education." Bulletin of Science, Technology & Society 7, no. 3-4 (August 1987): 785–89. http://dx.doi.org/10.1177/027046768700700358.

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Abbott, Jane. "STS and Secondary Education." Bulletin of Science, Technology & Society 7, no. 5-6 (December 1987): 785–89. http://dx.doi.org/10.1177/0270467687007005-635.

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Poornima M. and Jaya Lakshmi Nair. "Universalisation of Secondary Education." Social Change 49, no. 3 (September 2019): 538–50. http://dx.doi.org/10.1177/0049085719863907.

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The importance of investing and promoting secondary education in any developing country cannot be overemphasised. Secondary education plays a crucial role in ensuring economic growth, creating a pool of people that promote national growth, thereby reducing poverty levels and, reinforcing gender development and equality. However, despite such positive outcomes, the importance of secondary education has been neglected in India. Available statistics on the growth of secondary education and the performance of states in terms of enrolment and educational attainment paint a dismal picture. Many key concerns in this area have not even received the attention of educational planners and policymakers. Against this background, the Council for Social Development organised an international seminar, ‘Universalisation of Secondary Education’ to discuss critical policy issues and the practical problems hindering the development of secondary education. This is a brief summary of the proceedings of the seminar.

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Kang, Eun Yeong. "The Necessity and Method of Social Science Education Based on Humanistic Education in the Secondary Education." Journal of Human Studies 37 (November 30, 2018): 135–58. http://dx.doi.org/10.21738/jhs.2018.11.37.135.

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Trakšelys, Kęstutis. "Education Sociological Paradigms Importance of Education Sciences." Pedagogika 129, no. 1 (April 25, 2018): 5–14. http://dx.doi.org/10.15823/p.2018.01.

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The paper analyzes the sociological theory. Western type public modernity theories are assumed as a process, for which a developing society is approaching the developed societies reaching a certain level of economic growth, a certain level of public participation and the democratic stage of development, giving the individual more physical, social and economic mobility. Structural functionalism (Parson, 1997; Merton, 1997 et al.). With the approach to this theory, it can be said that inequality in education stems from the ascription to social class, strata, ethnic groups, etc., also due to individual’s achievements, which are usually associated with the innate talents and efforts. The analysis of an individual’s social functioning and social stratification is based on the approach to Capital theory (Bourdieu, 1986). Thus, the participation of education players in education system, also the accessibility of education to an individual depends on the volume and structure of the available capital. Participation in individual’s reproduction process and education system, based on the approach to this theory, is defined by individual’s habits (habitus), and harmony with individual’s social status. The theory of social conflict (Dahrendorf, 1996; Coser, 1969) argues that conflicts can be identified among all social systems and the educational institute. In terms of social conflict society is the actual and potential arena of conflicts. Network activity theory (Burt, 1982; Granovetter, 1973; Castells, 2005) aims to analyze and describe reciprocal link models in the social system. The followers of this theory keep to the opinion that social structures need to be investigated first, as the players’ behavior is constrained by social structures. Very often it is the case at education institution that students from the disadvantaged families, with negative evaluations or various disorders, are often isolated from the classroom and school community.

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Larsen, Britt Østergaard, Leif Jensen, and Torben Pilegaard Jensen. "Transitions in secondary education: Exploring effects of social problems." Research in Social Stratification and Mobility 38 (December 2014): 32–42. http://dx.doi.org/10.1016/j.rssm.2014.05.001.

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Zamberia, A. M. "Self-Hel Secondary Education in Kenya." International Journal of Comparative Sociology 37, no. 1-2 (January 1, 1996): 47–71. http://dx.doi.org/10.1177/002071529603700104.

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Korolija, Jasminka, and Jelena Stanisic. "Sciences education for connecting science, technology and the society." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 461–76. http://dx.doi.org/10.2298/zipi0902461k.

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Connecting science, technology and the society is one of the important principles of contemporary education. The foundation of this principle is the idea that scientific and technological achievements should be useful and applicable in everyday life of an individual. The paper presents the main determinants of the STS project (Science, Technology and Society Project) which deals with studying the influence of scientific research and technological development on social, political and cultural values. The basic goal of education within the STS Project is to enable the students to understand and learn to incorporate the achievements of scientific and technological development in their own cultural, ecological, economic, political and social contexts. In addition to this, the paper presents the role of sciences in connecting science, technology and the society and describes the possibilities of incorporating a similar project in chemistry instruction in our school. Pilot study which was conducted refers to the proposal for applying the principles on which the STS project is based in chemistry instruction in our country. This pilot study can present the basis for future research and the guideline that can be used for promoting the process of education in primary and secondary school.

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Montrieux, Hannelore, Cédric Courtois, Frederik De Grove, Annelies Raes, Tammy Schellens, and Lieven De Marez. "Mobile Learning in Secondary Education." International Journal of Mobile and Blended Learning 6, no. 2 (April 2014): 26–40. http://dx.doi.org/10.4018/ijmbl.2014040103.

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This paper examines the school-wide introduction of the tablet computer as a mobile learning tool in a secondary school in Belgium. Drawing upon the Decomposed Theory of Planned Behavior, we question during three waves of data collection which factors influence teachers' and students' acceptance and use of these devices for educational purposes. The first wave indicated that attitudes towards the rollout are generally positive. Teachers and students are intrinsically motivated, welcoming it as an instrumental, and for students enjoyable, learning tool. However students do report feelings of social pressure. While after three months, the prior expectations hold up for both stakeholders, results of the third wave show a different pattern. Teachers' acceptance seems to be related to attaining a positive attitude, social influence and the sense to master the new technology while regarding students' results; only behavioral control remains significant. These results challenge teaching practices and invite manifold areas for further research.

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Ayalon, Hanna, and Abraham Yogev. "Students, Schools, and Enrollment in Science and Humanity Courses in Israeli Secondary Education." Educational Evaluation and Policy Analysis 19, no. 4 (December 1997): 339–53. http://dx.doi.org/10.3102/01623737019004339.

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This article examines the deteriorating status of the humanities and social sciences versus mathematics and the sciences in the curriculum of Israeli high schools. We examine this tendency by conducting a multi-level analysis of the effect of school and individual characteristics on inequality in curriculum specialization on a sample of academic-track 12th-graders in 1989. The main findings are (a) more able students, males, and members of the privileged Jewish ethnic group in Israel tend to specialize in mathematics and the sciences, and (b) students’ characteristics are the major determinant of course-taking in mathematics and the sciences, whereas school policy is central regarding the humanities and social sciences. The article discusses social implications of the findings.

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Volz, Austin X. "Walking Bridges: Placing the Liberal Arts and Sciences between Secondary and Higher Education." International Journal of Chinese Education 5, no. 1 (July 13, 2016): 104–27. http://dx.doi.org/10.1163/22125868-12340063.

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When are the most appropriate times to receive a liberal arts and sciences education? The liberal arts and sciences model is meant to achieve aims that include general cognitive abilities, moral and social growth, and interdisciplinary understanding. This paper considers the case for studying the liberal arts and sciences in secondary school in comparison with studying them in college/university. Success in fostering cognitive skills such as critical thinking is used as a basis for comparison of these two settings. A review of empirical research suggests that general cognitive gains are not unique to the liberal arts and sciences nor to tertiary education, but that social and moral education may constitute a more unique advantage of the liberal arts. The paper concludes with a discussion of the implications for the justification of the liberal arts and sciences in China.

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SANDU, Antonio. "Appreciative Teaching of Social Sciences in Competence Based Approaches to Higher Education." Revista Romaneasca pentru Educatie Multidimensionala 7, no. 2 (December 8, 2015): 143–69. http://dx.doi.org/10.18662/rrem/2015.0702.13.

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Striebing, Clemens. "Foundations in Germany: Primary and Secondary Education." American Behavioral Scientist 62, no. 12 (May 4, 2018): 1670–94. http://dx.doi.org/10.1177/0002764218773463.

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The article gives an overview of the structure, aims, and functioning of German foundations that engage in primary and secondary education. It is discussed how the evolution of the German education regime is accompanied by a development of the characteristics of education foundations. The article argues that the modern foundation—professional, often businesslike large organizations—is best equipped to play a crucial innovating and networking role in partnership with the former exclusively publicly governed German education administration.

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Neycheva, Mariya. "Qualification (Mis)Match for Upper Secondary and Higher Education." Social Sciences 10, no. 9 (August 30, 2021): 327. http://dx.doi.org/10.3390/socsci10090327.

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The expansion of education all over the world is expected to improve economic and social development. However, the oversupply of educated labor force might bring unfavorable consequences for the labor market and long-run growth prospects. In this regard the purpose of this paper is two-fold. First, it aims at summarizing the main channels and mechanisms through which education–job mismatch could impact the changes of per capita income. Second, the study presents empirical evidence on that impact by differentiating between qualification mismatch among workers having completed tertiary education and those with upper secondary education. The sample comprises the EU member countries between 2000 and 2019. The results suggest that whereas the higher percentage of the properly matched labor force increases the steady-state level of per capita output for both educational levels being considered, the effect of qualification mismatch is either negative or insignificant. There is some evidence that overeducation among higher education graduates exhibits a stronger negative effect on economic activity in comparison with overeducation among workers with upper secondary education.

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Chubaryan, Siranush. "Genocide and Holocaust Education at Secondary Schools in Armenia." Armenian Folia Anglistika 7, no. 1 (8) (April 15, 2011): 150–61. http://dx.doi.org/10.46991/afa/2011.7.1.150.

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The article refers to the organization of Genocide and Holocaust Education at secondary schools in Armenia. The survey and investigation indicate the key direction of the reforms in the national program of education. Special attention is paid to reforms in the fields of social sciences, as well as human rights (including the Armenian Genocide and the Holocaust) at the secondary schools in Armenia which significantly contribute to the establishment of civil society in our country.

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Naranjo, Nélida Ramírez. "Environmental Issues and Social Work Education." British Journal of Social Work 50, no. 2 (January 31, 2020): 447–63. http://dx.doi.org/10.1093/bjsw/bcz168.

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Abstract Environmental issues have been well-documented in recent years, paying particular attention to the anthropogenic climate change impact. To date, research addressing the relationship between environmental issues, environmental justice and sustainability within social work education has been scarce. The importance of these topics in education, especially in social work programmes must be well understood and research being generated on these subjects must increase. The primary goal of this article is to help increase the conversation and debates about environmental issues, environmental justice and sustainability within the social work academic community. Social work scholars must analyse and discuss opportunities and difficulties that are presented by the necessity to make the subjects mentioned, key concepts of the core curriculum and base for social work education. The secondary goal is to describe practical ways that environmental issues, environmental justice and sustainability content can be integrated into social work education to better equip professionals with the tools to assist in the continuously growing global environmental issues.

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Jonāne, Lolita. "The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education." Journal of Teacher Education for Sustainability 9, no. 1 (January 1, 2008): 45–57. http://dx.doi.org/10.2478/v10099-009-0018-1.

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The Didactical Aspects of Integrated Natural Science Content Model for Secondary School EducationThe main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.

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Taylor, Whitney, and Brandon Plewe. "The Effectiveness of Interactive Maps in Secondary Historical Geography Education." Cartographic Perspectives, no. 55 (September 1, 2006): 16–33. http://dx.doi.org/10.14714/cp55.325.

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Social Studies, including history and geography, is a core part of most state curriculum standards for K-12 education, and for the most part is in need of improvement. Among the technological solutions that have been developed, interactive maps show promise in making the complexities of the social sciences (especially historical geography) more interesting to students, and easier to visualize and understand, without demanding significant investments by schools. A two-group experiment examined this potential for the 7th Grade Utah Studies curriculum. After completing an exercise to analyze possible historical and geographical causes of settlement patterns in Utah, students using interactive maps showed significantly better improvement between a pretest and posttest than students using paper maps. Although some of the test results were inconclusive and highlighted technological and resource obstacles to the widespread adoption of interactive mapping in the classroom, it has been shown to help students learn social studies in a deeper, more engaging manner.

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TURAN, Saim, and Adem KOÇ. "Fen Bilimleri ve Sosyal Bilgiler Öğretim Programlarının Çevre Eğitimi Açısından Değerlendirilmesi." Gazi Journal of Education Sciences 7, no. 2 (July 31, 2021): 178–95. http://dx.doi.org/10.30855/gjes.2021.07.02.004.

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Reid, Alan. "Democracy, Social Justice, and Senior Secondary Education: Reflections onUndemocratic Schooling." Discourse: Studies in the Cultural Politics of Education 27, no. 4 (December 2006): 551–62. http://dx.doi.org/10.1080/01596300600988903.

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Goburdhun, Seema, and Jay Ramsaha. "The Relevance of Social Sciences Teacher Education Programme in Preparing Effective Secondary School Educators." International Journal of Knowledge Society Research 8, no. 2 (April 2017): 1–12. http://dx.doi.org/10.4018/ijksr.2017040101.

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In Mauritius, the teaching of social studies presents educators with a unique set of challenges, as they are expected to have multi-disciplinary knowledge and multi-dimensional skills to be effective in classrooms. Many of these social studies educators have undertaken the PGCE (Post Graduate Certificate in Education) course offered by the Mauritius Institute of Education (MIE), which is the leading teacher training institute in the country. This paper explores the relevance of the social sciences teacher education programme offered by the MIE in preparing secondary school educators to meet the challenges in their practice in the wake of current curricular reforms. The study used focus group discussions as the main tool to gather in depth views of the participants. Preliminary findings tend to show that although educators may possess skills, lack of mastery in multi-disciplinary knowledge influences their proficiency in classrooms. An analysis of the different modules of the social sciences programme also shows a gap between the educators' needs and the modules offered.

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Emad, Ali. "Social Constructivist Approach: Opinions of History Teachers at Intermediate Secondary Schools." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1423–36. http://dx.doi.org/10.12973/eu-jer.10.3.1423.

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<p style="text-align: justify;">This study investigated the influences of social constructivist approaches on history teachers' opinions of social science education. The purpose of the study was to examine the effectiveness of social constructivist approaches and explore the views and practices of teachers in their current use of teaching approaches in social science education. For this study, a qualitative study approach was employed. The study was conducted at intermediate secondary schools in the city of Erbil. For open semi-structured interviews, eight teachers of social science education were purposely selected from eight intermediate secondary schools of grade ninth, and eight social science classes were observed. The results revealed that despite significant changes of the system of education, many challenges were identified in implementing social constructivist approaches in social science education such as the environment of fear, the shortage of proper public infrastructure, lack of care, and resources. Also, the study revealed several barriers like absence of sufficient well-designed teaching guidelines, lack of adequate clear instructions, inadequacy classroom teachers' autonomy, and no freedom. Lastly, the study ends up by specifying several conclusions.</p>

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Ngwisanyi, Gaobotse, and Ushe Makambe. "Reviewing the implementation of the Strengthening Mathematics and Science in Secondary Education (SMASSE) Project by the Ministry of Basic Education, Botswana." Journal of African Education 1, no. 3 (December 1, 2020): 87–107. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a5.

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Owing to the poor performance in mathematics and science by secondary school pupils in Botswana, the Ministry of Basic Education (MOBE) decided to implement the Strengthening of Mathematics and Science in Secondary Education (SMASSE) project to improve learner performance. This study therefore sought to evaluate the execution of the SMASSE project and identify the challenges bedevilling its implementation. The study adopted a survey design and quantitative methodology where data was collected using a selfadministered questionnaire. Data was analysed through the Statistical Package for Social Sciences (SPSS). The findings of the study revealed daunting challenges in the implementation of the SMASSE project such as inadequate top management support, ineffective communication of the project triple constraints, inadequate definition of project goals and inadequate funding. The study proffered suggestions to enhance the effectiveness of project management in the MOBE as well as assisting in revamping policy development initiatives for project management.

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Westwood, Jo, and Barbara Mullan. "Knowledge of secondary school pupils regarding sexual health education." Sex Education 6, no. 2 (May 2006): 151–62. http://dx.doi.org/10.1080/14681810600579121.

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Mohtar, Lilia Ellany, Lilia Halim, Norshariani Abd Rahman, Siti Mistima Maat, Zanaton H. Iksan, and Kamisah Osman. "A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS." Journal of Baltic Science Education 18, no. 3 (June 10, 2019): 404–16. http://dx.doi.org/10.33225/jbse/19.18.404.

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Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.

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Sabir, Imran, and Abida Sharif. "Role of Education Planning in Promoting Social Sciences in Pakistan." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (January 22, 2021): 186–200. http://dx.doi.org/10.35993/ijitl.v6i2.1112.

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Social Science disciplines have always been considered the second choice as compared to the hard sciences in the academic institutions of Pakistan. Does this apply to the national education policy as well, where the state intervention is catalytic in setting up the academic choices of the people? This study, by critically reviewing the national education policies and plans, endeavors to address this important question to understand the role of education planning in promoting/demoting social science academic disciplines in Pakistan. Education policy in Pakistan has been predominantly proposed through eight national five-year plans between 1955 and 1998, to primarily focus on increasing the national literacy rate, and promoting hard science education and vocational training. After the creation of Higher Education Commission of Pakistan in 2002, the policy significantly shifted to Higher Education, yet to focus (natural/computer) science, and technology. Social science is at the periphery of the knowledge mission in Pakistan. The paper concludes that even the long-awaited recent quantitative growth of social science disciplines fails to produce significant impact on national education policy that almost unanimously seeks their economic worth, instead of their inherent social value. Keywords: Education Policy, Social Sciences, Pakistan, Five-Year Plans, HEC

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Barwegen, Laura. "The Value of Social Science Research in Christian Education Programs." Christian Education Journal: Research on Educational Ministry 16, no. 3 (September 27, 2019): 495–510. http://dx.doi.org/10.1177/0739891319874357.

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Departments of Christian Education often find themselves in liminal spaces at colleges and universities somewhere between the theology of the humanities and the education of the social sciences, often not educating students well in research epistemologies of either. This article argues for the importance of including social science research methodology as an integral part of any Christian Education program.

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Nash, Mary. "Social work education." International Social Work 46, no. 1 (January 2003): 23–35. http://dx.doi.org/10.1177/0020872803046001595.

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Bikos, Georgios, Panagiota Papadimitriou, and Georgios A. Giannakopoulos. "School libraries’ impact on secondary education: a users’ study." Library Review 63, no. 6/7 (August 26, 2014): 519–30. http://dx.doi.org/10.1108/lr-11-2013-0139.

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Purpose – The purpose of this paper is to offer an overview of students’ and teachers’ perceptions of school libraries’ impact on academic performance in secondary education in Greece, using sociological analysis to assess the data and contextualise it in the particular case and social context of Greece after the crisis. Design/methodology/approach – This paper developed structured questionnaires for the key categories of users visiting school libraries, teachers and students, trying to explore a set of questions which would give us a better image of their behaviour. The results from our empirical study, following the creation and distribution of a purpose made questionnaire in secondary schools in the area of Athens, was then evaluated in the context of sociological analysis. This paper argued that social factors may explain discrepancy in opinions regarding school libraries’ (SLs) role. Findings – The data which the paper present elucidates, not only the frequency and ways in which pupils of an age up to 14 years use SLs but also their own and their teachers’ assumptions as to the degree in which SLs affect their performance. In this way, the data documents currently dominant perceptions of key categories of users in the Greek context but also reveals, via its critical assessment, the kinds of social factors that enhanced or hindered its impact on learning and academic performance in secondary education in Greece. Research limitations/implications – The paper consists of a study based on a limited sample of users from Greek schools in Athens; hence, its results are indicative. Practical implications – The paper considers possibilities in which educational and cultural policies in relation to SLs should shift attention following the findings and their interpretation. Social implications – The paper provides policy implications regarding Greek education. The paper provides some recommendations as to ways in which SLs and research in their users may provide a fresh way of implementing strategies as to their role in Greek education in the period of recession. Originality/value – This study focuses exclusively on the Greek context, taking into consideration, for the analysis of the data derived from the empirical survey undertaken in Greek schools, sociological parameters tied to the Greek context after the crisis.

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Barrow, Robin. "Social Science, Philosophy and Education." Philosophical Inquiry in Education 26, no. 2 (September 14, 2020): 146–55. http://dx.doi.org/10.7202/1071437ar.

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This essay argues for the urgent need for philosophy as the necessary first step in any educational undertaking. Philosophy is involved with making fine distinctions which are necessary to clarify concepts and terms. The paper focuses primarily on the problems with an overreliance on scientific research in the social sciences, with special emphasis on the dangers posed in educational research. Three specific problems are identified. First, the emphasis on scientific research downgrades non-scientific research, which may be more appropriate as modes of inquiry in many aspects of education. Second, the emphasis on scientific research distorts research in areas such as the arts and humanities because individual success as a scholar is largely measured by criteria that make sense in the natural sciences but not necessarily in the arts. Third, and most significantly, the paper questions whether social action and interaction can be investigated in a truly scientific manner.

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Askeland, Gurid Aga, and Malcolm Payne. "Distance education and international social work education." European Journal of Social Work 10, no. 2 (June 2007): 161–74. http://dx.doi.org/10.1080/13691450701317814.

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Firat Durdukoca, Şule. "Identifying the Attitudes and Views of Social Sciences Teachers toward Values Education in Turkey." World Journal of Education 9, no. 1 (February 14, 2019): 103. http://dx.doi.org/10.5430/wje.v9n1p103.

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Values are the foundation of culture. The aim of values education is to help learners improve their social tendenciesby adopting social and universal values, support character development, raise good citizens, and enhance academicefforts and achievement. In Turkey, values education is offered in the teaching-learning process of all coursesthrough formal curricula in primary and secondary schools. However, it is “social sciences” course that directlyrelates to values education and intends to teach at least one value in every chapter. This study aimed at identifyingsocial sciences teachers' attitudes toward values education, analyse difference in attitudes based on diverse variablesand examine teacher views on values education practices in social sciences course. It is a mixed method study thatwas conducted using triangulation method. The study group comprised 135 social sciences teachers who participatedin the study on quantitative level and 45 social sciences teachers on qualitative level. Results of the study indicatedthat the teachers held positive and high attitudes toward values education, there was no significant variation inattitudes toward values education based on gender, but attitudes differed based on professional experience while theteachers held positive views concerning values education practices implemented in social sciences class, consideringthem important. They stated that “being responsible” is the least adopted value among students.

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Jahan, Rounaq. "Universalisation of Secondary Education: Questions for Discussion and Debate." Social Change 49, no. 1 (March 2019): 144–53. http://dx.doi.org/10.1177/0049085718821768.

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The paper highlights key challenges facing the Government of India’s welcome initiative of Universalisation of Secondary Education. The challenges identified are in five areas: political will and social commitment, policy design and implementation, quality, inequality and governance. Five broad questions are raised for deliberation and debate. First, how adequate is the level of political will and social commitment to universalise secondary education? Second, how realistic and implementable are this designs of the recent initiatives announced by the Government of India? Third, are the planned measures to improve the quality of education adequate to produce the desired outcomes? Fourth, are the recommended interventions to reduce inequality likely to produce equitable outcomes by 2020? And finally, are the measures planned by the initiatives to improve governance sufficient and appropriate?

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Gao, Zhenye, and Mingan Xiong. "Structural reform in secondary school education-tendencies and strategies." Interchange 19, no. 3-4 (September 1988): 55–59. http://dx.doi.org/10.1007/bf01807101.

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Fabiyi, Amos K., and Daniel S. Blumenthal. "Health education in Nigerian secondary schools." Journal of Community Health 16, no. 3 (June 1991): 151–58. http://dx.doi.org/10.1007/bf01323973.

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Vezzoni, Cristiano. "Secondary analysis in the social sciences and its relation to futures studies." On the Horizon 23, no. 2 (May 11, 2015): 128–39. http://dx.doi.org/10.1108/oth-02-2015-0006.

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Purpose – The purpose of this paper is to show the importance of secondary analysis to social sciences and to futures studies, both for research and teaching purposes. Design/methodology/approach – An illustration of the main characteristics of secondary analysis, presenting it as a theory-driven activity where the definition of the research design plays a fundamental role. Findings – This paper extends the secondary analysis approach to the study of the future. The utility of secondary analysis for futures studies is illustrated by means of the presentation of two examples developed in the field of the sociology of religion. Originality/value – The results are useful for those who want to develop sound and robust approaches to the study of social change, taking into consideration the simulation of possible future scenarios.

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Birner, Jack. "Complexity and social sciences." On the Horizon 23, no. 2 (May 11, 2015): 100–106. http://dx.doi.org/10.1108/oth-02-2015-0007.

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Purpose – The purpose of this paper is to give an outline of the main topics of an introductory course in complexity and social sciences. Design/methodology/approach – This paper consists of a survey of the main issues and some of the classical literature for an audience with no background in philosophy of science, social philosophy, the literature on complex systems and social choice. Findings – In the didactical framework of the article, it would be more accurate to speak of learning objectives rather than findings. The learning objectives are the acquisition of the basic knowledge for understanding the features, the possibilities and the limitations of scientific explanations and predictions and their applications in the long-term perspective of complex social systems. Research limitations/implications – Again, the implications are didactic. The basic knowledge that constitutes the learning objective of the course serves to give students the instruments for recognizing the main opportunities and obstacles in social forecasting. Practical implications – The practical implications of this paper include making students aware of complexity-related problems in their working environment and of the opportunities and constraints involved in solving them. Social implications – Operators who are aware of the main issues involved can contribute to a more balanced approach to social forecasting: avoiding to raise unrealistic expectations and making more efficient use of the available instruments. Originality/value – This paper summarizes an original combination of elements from the philosophy of science, epistemology, social philosophy and social choice.

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Sales, Esther, Sara Lichtenwalter, and Antonio Fevola. "SECONDARY ANALYSIS IN SOCIAL WORK RESEARCH EDUCATION: PAST, PRESENT, AND FUTURE PROMISE." Journal of Social Work Education 42, no. 3 (September 2006): 543–60. http://dx.doi.org/10.5175/jswe.2006.200404136.

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Serrano, Mario Corrales, José Moreno Losada, Jesús Sánchez Martín, and Francisco Zamora Polo. "The Humanities and Social Sciences Laboratory as a Motivating and Innovative Strategy in High School Education." Proceedings 2, no. 21 (October 26, 2018): 1324. http://dx.doi.org/10.3390/proceedings2211324.

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The present work is the result of a research carried out in the stage of High School education, in the area of Humanities and Social Sciences. The data show that, at this stage, in which High School students begin to decide on a study modality that allows them access to the university, there is a majority of students who decide on the Science modality, to the detriment of the others. As a response to this situation, we have designed a tool that allows teachers in this area and this stage to transmit, in a more effective way, the practical and useful dimension of social and humanistic knowledge: The Humanities and Social Sciences laboratory. This experience, which is better known in the university field, is hardly used in secondary education. We offer the design of what could be a practical-didactic experience for this area and for its curricular contents.

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Patterson, David A., and Joanne Yaffe. "Hypermedia Computer-Based Education in Social Work Education." Journal of Social Work Education 30, no. 2 (April 1994): 267–77. http://dx.doi.org/10.1080/10437797.1994.10672235.

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Lorenzová, Jitka, Blanka Jirkovská, and Lenka Mynaříková. "Knowledge and User Specifics of Digital Competence of Teachers of Human and Social Sciences in Secondary Vocational Education." Lifelong Learning 10, no. 2 (2020): 175–208. http://dx.doi.org/10.11118/lifele20201002175.

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The article presents data from more extensive research (N = 2015) focused on digital competences of secondary school teachers. The research aimed to find out knowledge and user specifics of digital competence of teachers of human and social sciences in comparison with the whole dataset, specifically with teachers of ICT and technical sciences. As a data collection tool, we used a self-created questionnaire. Data analysis was performed with IBM SPSS Statistics version 24 using the Chi-Square test of independence, Chi-Square goodness of fit test, ANOVA, the independent samples T-test and paired sample T-test. Research showed that teachers use only simple digital tools in their teaching, which do not impose great demands on the didactic‑methodical application. On the other hand, more demanding didactic tools (e. g. E-learning or virtual laboratory) are used significantly less. It has also been shown that although teachers see the pedagogical potential of digital technologies positively, the forms and means of digital education are almost unknown to them. The sample, therefore, shows a discrepancy between the expectations of the pedagogical effects of the application of digital technologies and only the average developed knowledge and user aspects of digital competences. In terms of knowledge and user specifics, teachers of human and social science lag behind the teachers of ICT and technical subjects in terms of assessing their knowledge and user skills. They do not show statistically significant differences compared to the whole dataset, which consists of teachers of mathematics, natural, medical, agricultural and environmental sciences, teachers of practical training and education, although even here their results are usually slightly worse.

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Chong, King-Man Eric, Jun Hu, Chi-Keung Eric Cheng, Ian Davies, Hei-Hang Hayes Tang, Yan-Wing Leung, and Chung-Fun Steven Hung. "Conceptualizing national education and methods of teaching national education in Hong Kong." Citizenship Teaching & Learning 16, no. 1 (March 1, 2021): 69–94. http://dx.doi.org/10.1386/ctl_00047_1.

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This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

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RUS, Cristian Mihail, Laurentiu-Gabriel TALAGHIR, Teodora-Mihaela ICONOMESCU, and Renato Gabriel PETREA. "Curriculum Changes in Secondary School Physical Education and Sport Subject in the Romanian Education System." Revista de Cercetare si Interventie Sociala 66 (September 16, 2019): 342–63. http://dx.doi.org/10.33788/rcis.66.20.

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Epstein, Irving, and Stig Thogersen. "Secondary Education in China After Mao: Reform and Social Conflict." Pacific Affairs 64, no. 4 (1991): 570. http://dx.doi.org/10.2307/2759877.

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STACEY, NEVZER. "Social Benefits of Education." ANNALS of the American Academy of Political and Social Science 559, no. 1 (September 1998): 54–63. http://dx.doi.org/10.1177/0002716298559001005.

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Wodarski, John S., Bruce A. Thyer, Jody D. Iodice, and Rebecca H. Pinkston. "Graduate Social Work Education." Journal of Social Service Research 14, no. 3-4 (June 21, 1991): 23–44. http://dx.doi.org/10.1300/j079v14n03_02.

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No-Gutiérrez, Paloma, María-José Rodríguez-Conde, and Eva-María Torrecilla-Sánchez. "Evaluating Intercultural Sensibility in Compulsory Secondary Education." Journal of Information Technology Research 11, no. 4 (October 2018): 1–15. http://dx.doi.org/10.4018/jitr.2018100101.

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The heterogeneity in the Spanish educational system has made it essential to develop certain skills to be a model citizenship. One of those is intercultural sensitivity. But before establishing a program to develop it, it is crucial to know its level in the students. Conscious of this social reality a research was done to study the level of intercultural sensitivity in students in the level of Secondary Compulsory Education of two schools in the region of Salamanca (Spain). The sample consisted of 220 people from two different schools, one public and one private. One of the main objectives is to see if there are significant differences in the answers given depending on the variables gender, ownership of the school and nationality (differentiating between native and foreign). On a first review, it was discovered, in general, there were not significant differences on the answers depending on type of school, gender or nationality.

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Sousa, Ana Paula, Isabel Soares, and Duarte Vilar. "Lessons learnt from a secondary school Sex Education Program in Portugal." Sex Education 7, no. 1 (February 2007): 35–45. http://dx.doi.org/10.1080/14681810601134835.

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Pérez-Expósito, Leonel. "Citizenship education in Mexico: the depoliticisation of adolescence through secondary school." International Studies in Sociology of Education 25, no. 3 (July 3, 2015): 225–57. http://dx.doi.org/10.1080/09620214.2015.1076705.

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Journal articles on the topic 'Education, Secondary|Education, Social Sciences'

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