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Journal articles on the topic 'Education, Secondary – Research'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Gabel, Dorothy L., K. V. Samuel, Stanley Helgeson, Joseph Novak, and John Butzow. "Research interests of secondary science teachers." Journal of Research in Science Teaching 23, no. 2 (1986): 145–63. http://dx.doi.org/10.1002/tea.3660230206.

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2

Carter, Erik W., Matthew E. Brock, Kristen Bottema-Beutel, Audrey Bartholomew, Thomas L. Boehm, and Jennifer Cease-Cook. "Methodological Trends in Secondary Education and Transition Research." Career Development and Transition for Exceptional Individuals 36, no. 1 (2013): 15–24. http://dx.doi.org/10.1177/2165143413475659.

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3

Dill, Michael J., Emily D. Yunker, Katherine Brandenburg, and Marie Caulfield. "Secondary Data Sources for Health Professions Education Research." Academic Medicine 91, no. 12 (2016): e7. http://dx.doi.org/10.1097/acm.0000000000001437.

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4

García Gracia, Maribel. "Truancy in primary and secondary education. Some research results." Educar 33 (June 7, 2013): 159. http://dx.doi.org/10.5565/rev/educar.267.

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5

Rusch, Frank R., Jeff McNair, and Lizanne DeStefano. "Research Priorities in Secondary Special Education and Transitional Services." Career Development for Exceptional Individuals 11, no. 2 (1988): 99–110. http://dx.doi.org/10.1177/088572888801100204.

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6

Birzea, César. "Secondary Education in Romania: Overall View and Research Trends." European Education 25, no. 2 (1993): 66–70. http://dx.doi.org/10.2753/eue1056-4934250266.

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7

Magić, Jasna, and Simon Maljevac. "Research for action: Challenging homophobia in Slovene secondary education." Journal of LGBT Youth 13, no. 1-2 (2016): 28–45. http://dx.doi.org/10.1080/19361653.2015.1087931.

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8

Paul, Jean-Jacques. "Technical secondary education in Togo and Cameroon — research note." Economics of Education Review 9, no. 4 (1990): 405–9. http://dx.doi.org/10.1016/0272-7757(90)90023-x.

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9

Savelides, Socrates, Athanassios Mihiotis, and Nikitas-Spiros Koutsoukis. "Crisis management for secondary education: a survey of secondary education directors in Greece." International Journal of Educational Management 29, no. 1 (2015): 18–43. http://dx.doi.org/10.1108/ijem-11-2013-0168.

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Purpose – The Greek secondary education system lacks a formal crisis management system. The purpose of this paper is to address this problem as follows: elicit current crisis management practices, outline features for designing a formal crisis management system in Greece. Design/methodology/approach – The research is based on a survey conducted with the directors of secondary education and the interpretation of the survey results. Due to the echelon structure of secondary education the directors are experienced educators with plenty of experience. They are in a unique setting to be able to combine the managerial perspective with field experience, both of which are important for managing crises. Findings – First, events of sociopolitical nature are considered as important crisis triggers. Second, there is tendency to expect extended involvement of the state. Third despite the lack of a formal system, current practices are relevant and tend to mimic formal systems. Research limitations/implications – In practice the lack of a formal system does not impede crisis management to be applied in secondary education units. Originality/value – There is no other survey on crisis management at the directors’ level that we are aware of. The findings outline existing practices from a tactical perspective, and can serve as a guide for designing a formal crisis management system that is suited for secondary education in Greece.

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10

Sousa, David A. "Brain Research Can Help Principals Reform Secondary Schools." NASSP Bulletin 82, no. 598 (1998): 21–28. http://dx.doi.org/10.1177/019263659808259804.

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11

Queenan, Craig, Alyssa Calabro, and David Becker. "Augmenting Secondary Education with Advanced Microscopy." Microscopy Today 19, no. 3 (2011): 48–52. http://dx.doi.org/10.1017/s155192951100037x.

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In his 2011 State of the Union address, President Barack Obama echoed the sentiments of this nation's leaders for the past twenty years when he stated, “Nations like China and India realized…they could compete in this new world. So they started educating their children earlier and longer, with greater emphasis on math and science. They're investing in research and new technologies…. Maintaining our leadership in research and technology is crucial to America's success. But if we want to win the future—if we want innovation to produce jobs in America and not overseas—then we also have to win the race to educate our kids.” The Bergen County Academies (BCA) in Hackensack, NJ, is attempting to do just that: invest in research and technology at the high school level in order to expose students to real world opportunities and applications they will experience in the future.

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12

Zigmond, Naomi. "Reflections on a Research Career: Research as Detective Work." Exceptional Children 66, no. 3 (2000): 295–304. http://dx.doi.org/10.1177/001440290006600301.

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The CEC Research Award recognizes researchers for the significant contributions they have made to special education. We believe that the members of this distinguished group have much to share with our readers. We have invited each of them to contribute an article, addressing their perspectives on special education research and practices. Naomi Zigmond was awarded the Research Award in 1997. This article by Naomi Zigmond presents her perspective of research as detective work, starting from the investigation of dyslexia, and progressing over time to such topics as the design of secondary education for students with learning disabilities, dropouts, classroom and instructional variables, and educating students with chronic medical problems in inclusive schools.

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13

Allwood, Dan A., Julian Dean, Matthew T. Bryan, and Alan Baker. "Bringing science research into secondary schools." Physics Education 44, no. 6 (2009): 627–32. http://dx.doi.org/10.1088/0031-9120/44/6/010.

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14

Lee eun sang. "Research Trends and Issues of Engineering Education in Korean Elementary and Secondary Education." Journal of Engineering Education Research 18, no. 4 (2015): 45–56. http://dx.doi.org/10.18108/jeer.2015.18.4.45.

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15

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 (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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16

Cumming, Alister. "Research for and Within Literacy Instruction in Secondary Schools." Curriculum Inquiry 38, no. 4 (2008): 401–16. http://dx.doi.org/10.1111/j.1467-873x.2008.00416.x.

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17

TENNANT, GEOFF. "IEPs in mainstream secondary schools: an agenda for research." Support for Learning 22, no. 4 (2007): 204–8. http://dx.doi.org/10.1111/j.1467-9604.2007.00472.x.

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18

Grišāne, Olga. "Designing Environment for Research and Learning in Secondary School." Journal of Teacher Education for Sustainability 10, no. 1 (2008): 17–31. http://dx.doi.org/10.2478/v10099-009-0022-5.

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Designing Environment for Research and Learning in Secondary SchoolContemporary pedagogy searches for the ways to reorient teachers' and students' activity towards the aim of sustainable development. The teacher becomes involved both in teaching/learning activities and in researching the environment of his own activities in order to design the environment favourable for students' development. The article presents the analysis of research and learning environment and activities that promote the development of students' research skills in one of Latvia's secondary schools. It displays the research methods and means identified in students' research works, and evaluates the research environment in the school. Several types of environment were identified, which teachers can purposefully use to develop the research skills of their students. The results of analysis can be implemented by educational institutions, which organise students' research activities. The described methods and means can be used in learning environment with no supplementary material resources required and involving teachers in research of school environment therefore re-orientating their professional frames of reference to address sustainable development.

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19

van Rens, Lisette, Jacqueline van Muijlwijk, Jos Beishuizen, and Joop van der Schee. "Upper Secondary Chemistry Students in a Pharmacochemistry Research Community." International Journal of Science Education 35, no. 6 (2013): 1012–36. http://dx.doi.org/10.1080/09500693.2011.591845.

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20

Ebbutt, David. "The development of a research culture in secondary schools." Educational Action Research 10, no. 1 (2002): 123–42. http://dx.doi.org/10.1080/09650790200200171.

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21

Manasia, Loredana. "Enjoyment of Learning in Upper Secondary Education. An Exploratory Research." Procedia - Social and Behavioral Sciences 180 (May 2015): 639–46. http://dx.doi.org/10.1016/j.sbspro.2015.02.172.

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22

KUSSAINOV, A. K., and K. ZH RAKULOVA. "MODEL OF EFFECTIVE SECONDARY EDUCATION ACCORDING TO PISA, TIMSS RESEARCH." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 2 (2021): 5–11. http://dx.doi.org/10.51883/20704046_2021_2_5.

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23

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 (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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24

Gooding, Barbara Anne. "Secondary Analysis: A Method for Learning Research Activities." Journal of Nursing Education 27, no. 5 (1988): 229–30. http://dx.doi.org/10.3928/0148-4834-19880501-10.

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25

Barakovskikh, K. N., and N. V. Tretyakova. "MODERN RESEARCH ON THE STATE OF INCLUSIVE EDUCATION IN SECONDARY VOCATIONAL AND HIGHER EDUCATION." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 5 2020 (2020): 20. http://dx.doi.org/10.17513/spno.30119.

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26

Ross, William. "Environmental Education in Western Australian Secondary Schools." Australian Journal of Environmental Education 12 (1996): 47–52. http://dx.doi.org/10.1017/s0814062600004171.

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This paper reports on research carried out to investigate the extent of environmental education in Western Australian secondary schools. The research found: a high level of support for environmental education amongst teachers, that environmental education was being pursued to some extent in all responding schools, that there existed areas of neglect which were often politically controversial and divisive contemporary issues, and that city schools were generally more involved in environmental education than country schools and public schools more than private schools.Barriers to the further implementation of environmental education in schools are identified and recommandations made to improve the availability and standard of environmental education in Western Australian secondary schools.

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27

Rowe, Dawn A., Valerie L. Mazzotti, Catherine H. Fowler, et al. "Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills." Career Development and Transition for Exceptional Individuals 44, no. 1 (2020): 28–46. http://dx.doi.org/10.1177/2165143420958674.

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Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.

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28

Ouyang, Yuandong. "Research on the Evaluation of Vocational College Students' Learning in Internet Education." Lifelong Education 9, no. 3 (2020): 73. http://dx.doi.org/10.18282/le.v9i3.823.

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<p>As an important part of national vocational education, secondary vocational education needs to actively adapt to the new changes and requirements under the internet environment, and actively carry out innovation in view of the problems in the Internet network education and the South emperor. Based on this, this paper first analyses the current situation and problems of secondary vocational school students' learning evaluation, then studies the structure of secondary vocational school students' learning evaluation system under the Internet network education, and finally gives the construction strategy of secondary vocational school students' learning evaluation system.</p>

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29

Ortiz-Colon, Ana Maria, and Jose Luis Maroto Romo. "Teaching with Scratch in Compulsory Secondary Education." International Journal of Emerging Technologies in Learning (iJET) 11, no. 02 (2016): 67. http://dx.doi.org/10.3991/ijet.v11i02.5094.

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The article analyzes the impact that the use of Scratch has in a group of students of Compulsory Secondary Education in the development of the teaching unit. For this we have studied the evolution of creative thought and analyzed the considerations made by the different actors involved, students and teachers. Qualitative and quantitative data are intended to complement the type of evidence and notes in research design followed. The tools used were the interview, field notes, diary of the researcher and the rubric adapted and created by Eduteka. The research results indicate that with the use of Scratch language students get better grades and are more motivated. As a conclusion, we can say that the application of the Scratch program improves school performance and student motivation significantly.

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30

Bugaj, Stephen J. "Intensive Scheduling and Special Education in Secondary Schools: Research and Recommendations." NASSP Bulletin 82, no. 594 (1998): 33–39. http://dx.doi.org/10.1177/019263659808259407.

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31

Hunter, Philippa. "Problematised history pedagogy as action research in preservice secondary teacher education." Educational Action Research 27, no. 5 (2018): 742–57. http://dx.doi.org/10.1080/09650792.2018.1485590.

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32

Spruit, Marco R., and Tiffany Adriana. "Quantifying Education Quality in Secondary Schools." International Journal of Knowledge Society Research 6, no. 1 (2015): 55–86. http://dx.doi.org/10.4018/ijksr.2015010104.

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This research assesses the important factors in assuring education quality in secondary schools by using a business intelligence approach. A Business intelligence framework is created by employing a business intelligence process to identify the stakeholders and components relevant to education quality. The resulting Education Quality Indicator (EQI) framework consists of seven Critical Success Factors and is measured through twenty-eight Key Performance Indicators. The EQI framework is evaluated through expert interviews and a survey, and demonstrates that the most important factor in assuring education quality is a teacher's ability to communicate with students. Finally, a feasibility analysis is conducted in the environment of an information system that is implemented for secondary schools in the Netherlands.

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33

Kim, Jinsol, and Jeongmin Lee. "Research Trends of STEAM Education Program in Secondary Schools in Korea." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 18 (2019): 159–79. http://dx.doi.org/10.22251/jlcci.2019.19.18.159.

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34

Vaganova, Natalya O., and Vladimir M. Lopatkin. "SCIENTIFIC-RESEARCH WORK OF STUDENTS IN ORGANIZATIONS OF SECONDARY VOCATIONAL EDUCATION." Education and science journal, no. 5 (January 1, 2016): 55–68. http://dx.doi.org/10.17853/1994-5639-2016-5-55-68.

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35

Konidari, Victoria, and Yvan Abernot. "Teaching KM to secondary education teachers through an action research model." International Journal of Teaching and Case Studies 1, no. 3 (2008): 234. http://dx.doi.org/10.1504/ijtcs.2008.019180.

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36

Kwon, Sung-Ho, Min-Kwon Moon, and Joo-Young Park. "Research Trends and Directions for Sport Psychology in Secondary Physical Education." Korean Journal of Sports Science 29, no. 2 (2020): 383–97. http://dx.doi.org/10.35159/kjss.2020.04.29.2.383.

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37

Zaveri, Zahir, Daniel Pedisicha, and William Greene. "Opportunities for Economic Research by Secondary School Students." Journal of Economic Education 31, no. 4 (2000): 402–5. http://dx.doi.org/10.1080/00220480009596458.

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38

Zaveri, Zahir, Daniel Pedisich, and William Greene. "Opportunities for Economic Research by Secondary School Students." Journal of Economic Education 31, no. 4 (2000): 402. http://dx.doi.org/10.2307/1183154.

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39

SECADA, WALTER G. "Research, Politics, and Bilingual Education." ANNALS of the American Academy of Political and Social Science 508, no. 1 (1990): 81–106. http://dx.doi.org/10.1177/0002716290508001008.

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Bilingual-education research has helped to inform and to shape federal policy and funding as articulated in the Bilingual Education Act, first passed in 1968 as Title VII of the Elementary and Secondary Education Act. During the Act's most recent reauthorization, the U.S. Department of Education and others proposed changing the law to fund more all-English language programs. They argued that the federal government was mandating a single approach, that there was no research evidence to support such a mandate, and that schools should be granted flexibility in designing programs to meet local needs. In fashioning this argument, proponents of change carefully selected the research literature they alluded to. That research was judged against artificially high and overly narrow criteria. Finally, they overinterpreted the research to suit their agenda. Congress was under intense political pressure to fund more all-English programs, and it did so. But a panel of experts contradicted the argument that there was no research to support the use of the native language for instruction. In the end, Congress kept the bulk of the monies devoted to bilingual programs.

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40

Jurs, Pāvels, and Alīda Samuseviča. "Civic Education for Lower Secondary Students." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 82. http://dx.doi.org/10.17770/sie2015vol2.451.

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<span lang="EN-US">Nowadays the question of the necessity for the civic upbringing in the general curriculum in the system of education of Latvia has been raised. At the same time students` knowledge as well as skills and attitude of civic education have not been fully analyzed. Before carrying out the particular reforms in the content of education, we must assess the situation and find a balanced, purposeful and theoretically reasonable holistic systemic approach for promotion of the citizenship. Through using theoretical and empirical research methods, the process of researching is characterized and the data that reflects students' civic knowledge, skills, attitude and values has been analyzed. This publication contains systematized conclusions that outline the possibilities for pedagogical activities that promote civic competence for students in the general education institutions.</span>

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41

Johnson, David R., Robert A. Stodden, Ellen J. Emanuel, Richard Luecking, and Mary Mack. "Current Challenges Facing Secondary Education and Transition Services: What Research Tells Us." Exceptional Children 68, no. 4 (2002): 519–31. http://dx.doi.org/10.1177/001440290206800407.

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This article presents findings from research that identifies key issues influencing the implementation of the federal transition requirements of the IDEA Amendments of 1997 and policies at the state and local levels; examines the impact and implications of recent general education reform initiatives on secondary education and transition services; and presents major policy, system, and other challenges that must be addressed over the next several years. Specific strategies and recommendations are offered in relation to each of the major challenges examined in this article.

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42

Dinham, Steve, Trevor Cairney, Doug Craigie, and Steve Wilson. "School climate and leadership: research into three secondary schools." Journal of Educational Administration 33, no. 4 (1995): 36–58. http://dx.doi.org/10.1108/09578239510092505.

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43

Vossen, T. E., I. Henze, R. C. A. Rippe, J. H. Van Driel, and M. J. De Vries. "Attitudes of secondary school students towards doing research and design activities." International Journal of Science Education 40, no. 13 (2018): 1629–52. http://dx.doi.org/10.1080/09500693.2018.1494395.

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44

Thomas, Michael. "Using Secondary Data in Educational and Social Research - By Emma Smith." British Journal of Educational Technology 40, no. 4 (2009): 779–80. http://dx.doi.org/10.1111/j.1467-8535.2009.00994_13.x.

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45

Logan, Tracy. "A practical, iterative framework for secondary data analysis in educational research." Australian Educational Researcher 47, no. 1 (2019): 129–48. http://dx.doi.org/10.1007/s13384-019-00329-z.

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46

오승호, 김수식, and Siwon JIn. "A Critical Research on the Education for Democracy in the Secondary School's Social Studies Education." Journal of Law-Related Education 8, no. 1 (2013): 31–56. http://dx.doi.org/10.29175/klrea.8.1.201304.31.

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47

Holmgren, Robert, Gerd Pettersson, Kristina Ström, and Camilla Björk-Åhman. "Nordic research on special needs education in upper secondary vocational education and training: A review." Nordic Journal of Vocational Education and Training 11, no. 1 (2021): 97–123. http://dx.doi.org/10.3384/njvet.2242-458x2111197.

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The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.

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48

Björk-Åman, Camilla, Robert Holmgren, Gerd Pettersson, and Kristina Ström. "Nordic research on special needs education in upper secondary vocational education and training: A review." Nordic Journal of Vocational Education and Training 11, no. 1 (2021): 97–123. http://dx.doi.org/10.3384/njvet.2242-458x.2111197.

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The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.

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49

Landa, Ilse, Hanna Westbroek, Fred Janssen, Jacqueline van Muijlwijk, and Martijn Meeter. "Scientific Perspectivism in Secondary-School Chemistry Education." Science & Education 29, no. 5 (2020): 1361–88. http://dx.doi.org/10.1007/s11191-020-00145-3.

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Abstract The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical thinking. However, very few studies have focused on how chemical ways of thinking can be defined. To elaborate chemical ways of thinking, this paper draws on scientific perspectivism (Giere 2010; Wimsatt 2007; Thagard 2012). Scientific perspectivism states that, within each general domain, several broadly accepted theoretical models exist side by side. These general theoretical models, or theoretical perspectives, determine which research questions are generated, which types of models are developed, and which criteria are important for evaluating models. A theoretical perspective can be captured in a core reasoning that embodies the fundamental relationship between model and the “real world.” Starting with their most basic form, perspectives can be used in learning how to reason about all types of ill-structured problems, directing and organizing knowledge development, and integrating knowledge and skills. The study is part of a research project on how perspectivism can be applied to the design of secondary-school chemistry education. This particular study concerns the identification, elaboration, and validation of four chemical perspectives for secondary-school chemistry education. We use these perspectives to indicate the consequences of taking a perspectivism approach to a curriculum framework. We conclude with discussing the consequences for secondary chemistry curriculum.

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Baye, Ariane, Amanda Inns, Cynthia Lake, and Robert E. Slavin. "A Synthesis of Quantitative Research on Reading Programs for Secondary Students." Reading Research Quarterly 54, no. 2 (2018): 133–66. http://dx.doi.org/10.1002/rrq.229.

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