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ASLAN, SEDA, and EDA GURLEN. "SECONDARY SCHOOL TEACHERS’ LEVEL OF CURRICULUM LITERACY." KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ 20, no. 1 (December 30, 2018): 2–15. http://dx.doi.org/10.29299/kefad.2018.20.01.006.
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Diem, Chuzaimah D., Yusfardiyah Yusfardiyah, Binti Koniaturrohmah, and Lismalayani Lismalayani. "Implementation of school-based curriculum as perceived by secondary school teachers of English." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 167. http://dx.doi.org/10.17509/ijal.v5i2.1341.
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Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1) 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2) there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3) there was a significant correlation between teachers’ certification status and their (i) KTSP preparation, (ii) teaching experience, and (iii) involvement in dissemination program activities.
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Paul, Fredric. "Soundoff: An Integrated Approach for Secondary School Mathematics." Mathematics Teacher 79, no. 4 (April 1986): 236–38. http://dx.doi.org/10.5951/mt.79.4.0236.
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In 1972, after many years of concern and dissatisfaction with the traditional three-year high school mathematics program of geometry sandwiched between algebra (Math 9) and algebra-trigonometry (Math 11), the Bureau of Mathematics of the New York State Education Department decided to investigate a possible alternative approach. In June of that year, an ad hoc committee of the state's mathematics educators developed an outline for a three-year curriculum aimed at bringing together the various branches of mathematics previously treated as independent, year-long courses. Most of the traditional content was retained, although not necessarily at the same grade level; in addition, probability, statistics, logic, and transformation geometry were included in a three-year comprehensive program.
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Durdukoca, Sule Firat, and Tazegul Demir Atalay. "The identification of students’ metaphorical perceptions about base values taught in Turkish language teaching program." Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 124–35. http://dx.doi.org/10.18844/cjes.v14i1.4036.
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The aim of this study is to define the metaphorical perceptions of secondary school students about basic values, such as justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism and benevolence taught, in Turkish curriculum. The study used phenomenological design, and the study group consisted of a total of 114 secondary school students in seventh grade at a public school in Kars, Turkey. In the questionnaire, students were asked to convert their perceptions of the above-mentioned values into the following statement. ‘....value is like...../because.....’. The study results revealed that nearly 70% of the participants created metaphors related to base values, and the most frequent metaphor was ‘brotherhood’ that was created for the base value ‘friendship’. Also, it was found that one of the conceptual categories formed for ‘friendship’ was the only category that all the metaphors created by the participants were negative.
Keywords: Value education, metaphor, secondary school education curriculum, Turkish language curriculum.
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Sherry, Jennifer S. "An Evaluation of Elementary School Nutrition Practices and Policies in a Southern Illinois County." Journal of School Nursing 24, no. 4 (August 2008): 222–28. http://dx.doi.org/10.1177/1059840508319631.
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The purpose of this study is to assess elementary school nutrition programs in a rural county in southern Illinois. The researcher interviewed the food service managers of eight schools and completed the School Health Index (SHI) based on their responses. Eighty-seven percent of the schools did not have venues such as vending machines outside the cafeteria. Three food service managers stated that from 75% to 80% of the students in the district ate lunch in the cafeteria. The SHI corresponds to the eight components of a coordinated school health program; nutrition services are just one of the eight components. The SHI is a tool that can be used to identify strengths and weaknesses in the nutrition program. It covers items from healthy, low-fat choices to food preparation and cafeteria practices. School nurses can work with teachers and food service personnel to create nutrition programs and a curriculum related to healthy nutrition practices.
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Shakeri, Shirin, Dorte Ruge, Judith Myers, Nicola Rolls, Lisa Papatraianou, and Judith Fethney. "Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies." Journal of Education and Training Studies 9, no. 6 (June 25, 2021): 57. http://dx.doi.org/10.11114/jets.v9i6.5273.
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The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across secondary school subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a secondary school.
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CHEUNG, Siu Yin. "Application of Stress Management in Secondary School." Asian Journal of Physical Education & Recreation 4, no. 2 (December 1, 1998): 12–18. http://dx.doi.org/10.24112/ajper.41207.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this paper is to introduce stress management program to secondary school students in Hong Kong. Stress management program was designed and was proposed to be included in secondary school physical education curriculum. The program consisted of lectures and relaxation training. The contents of the lectures are the followings: what is stress? sources of stress, stress and illness, intrapersonal and interpersonal interventions. The relaxation training program consisted of stretching exercises, deep abdominal breathing and progressive relaxation training. A trial teaching of the course was conducted for 22 Form 6 students at a secondary school. Examination and academic/school work are the major stressors for the students. Friends and classmates are their main support groups. Positive feedback were received from the physical education teacher and students on this stress management program.這篇文章的主旨是介紹一個中學生處理壓力的課程。這課程是建議將處理壓力列入中學體育課程內容中，課程分理論及實習兩部份，理論課程內容包括：甚麼是壓力？壓力的來源，壓力與疾病，個人及人際間的壓力處理方法。實習課程內容包括：伸展運動、腹式呼吸、漸進鬆弛練習。這課程曾在一所中學的中六班進行試教，學生有廿二人，考試及學校功課是中六學生主要的壓力來源，朋友及同學是他們主要的支持者，體育老師及同學們對這處理壓力課程都給予正面的回應。
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Kilar, Wioletta, and Tomasz Rachwał. "Changes in Entrepreneurship Education in Secondary School under Curriculum Reform in Poland." Journal of Intercultural Management 11, no. 2 (June 1, 2019): 73–105. http://dx.doi.org/10.2478/joim-2019-0010.
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Abstract Objective: The article aimed at identifying the position of the entrepreneurship course in the Polish education system and analysing the changes in its curriculum in the condition of the education system reform since 2017. Besides, attempts have been made to determine changes in this regard in the light of the analysis of the “old” and “new” core curriculum of general education in secondary schools of various types. Methodology: Research was conducted by analysing the teaching content and existing data (desk research), which are the provisions of the national core curriculum (NCC) for general education in various types of schools currently in force and implemented in the ongoing reform of the education system. This analysis has been carried out against the previous research results presented in the literature on the subject using previously used methods of teaching content analysis. Findings: The conducted research has shown that more attention should be paid to developing business competencies as part of the reform of the education system. In the NCC, cross-subject correlations have been taken into account, so that the same content is not unnecessarily duplicated. Entrepreneurship education should become more practical and oriented towards preparation for running own business and using financial services. Value Added: The findings show that the new entrepreneurship education program assumptions in Poland will influence the development of entrepreneurship to a greater extent than before. Recommendation: The results indicate that in the process of implementing the NCC a key role is played by the teacher, therefore it is necessary to prepare them well for its realization. However, the effects of implementing the program reform may only be observed and investigated in the future, therefore further research after several years is needed.
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Aslan, Erdal, and Oguz Serin. "Transformation in Primary School Sciences Education in the Transition Process from the Empire to the Republic: Science Education in 1924 Primary School Curriculum." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 587–603. http://dx.doi.org/10.18844/cjes.v15i3.4601.
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Education and training in the first year of the Republic had been kept as it was in the period of Empire with its former structure and content. The educational system and programs could be designed after the “Canon for the Unity of Education and Training” in 1924. The first curriculums of the primary and secondary schools have formed by modification on the latest programs of primary and secondary schools of the Ottoman Empire. The object of the research is to determine what kind of transformation has become on the “science education for primary schools” For this purpose, both the last curriculum program for “Mekatib-i İbtidaiyye” (The primary schools in Ottoman Empire)and the latest curriculum program for “İlk Mektepler” (Primary Schools in the Republic of Turkey) are examined by comparison. It is proved that “science education in primary education” had gone into a transformation after commenting on the findings obtained from the comparison of the programs and assessments in the publications on the history of education. The curriculum for “science education” in the first program which was approved by the Republic of Turkey is given by transliteration to the Latin alphabet The study has a feature that has important contribution for the future researches on “science education” in the Era of the Empire and The Era of the Republic with this aspect.
Keywords: Science Education in Primary Schools, Science Education in the Ottoman Empire, the First Science Curriculum of the Republic, History of the Turkish Education.
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Kasten, Peggy. "Projects: Delaware 6-12 Exemplary Mathematics Curriculum Implementation." Mathematics Teacher 93, no. 9 (December 2000): 798. http://dx.doi.org/10.5951/mt.93.9.0798.
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The Delaware 6–12 Exemplary Mathematics Curriculum Implementation (DEMCI) project seeks to substantially scale up from existing pilot projects to implement research-based, standardsdriven mathematics curricula in middle school and high school programs throughout Delaware. This National Science Foundation (NSF)–funded project is a partnership of fourteen Delaware school districts, the University of Delaware, and the Delaware Department of Education. Over the 38-month life of the project, 300 middle school and high school mathematics teachers—nearly two-thirds of all secondary mathematics teachers in Delaware— will engage in a substantial program of professional development that exceeds 150 hours for all teachers and may approach 200 hours for many.
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Bradley, Jennifer C., J. M. Zajicek, C. D. Townsend, and G. E. Briers. "Experimental Evaluation of an Environmental Education Program and Its Impact on Knowledge and Attitudes of Texas Secondary School Students." HortScience 30, no. 4 (July 1995): 753B—753. http://dx.doi.org/10.21273/hortsci.30.4.753b.
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The objectives of this research project were to: 1) Develop an environmental science curriculum that was heavily activity-based, 2) evaluate the curriculum for usefulness as a teaching tool, and 3) test student knowledge and attitude changes towards the environment resulting from exposure to this 10-day curriculum unit. The curriculum developed entitled Environmental Technology—”Natural State of the Environment” was designed to provide an introduction to biological processes and basic principles of ecology, and to set the foundation for additional environmental studies. The curriculum was sent to 31 high schools in Texas and tested on 1500 students. Students participating in this study were administered a pretest prior to participation in the environmental science curriculum and an identical post-test after its completion. The questionnaire included an attitude inventory and knowledge section in addition to a biographical information section. Results examine the relationship between environmental knowledge and environmental attitudes, determine the attitude and knowledge changes from before until after the instructional unit, and focus on the importance and need for environmental education programs.
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Lam, Ching Man. "What Makes a Good Program? A Case Study of a School Admitting High Academic Achievers." Scientific World JOURNAL 8 (2008): 1027–36. http://dx.doi.org/10.1100/tsw.2008.123.
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This paper reports the results of a qualitative study that explored the administration and implementation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. The case study method was used to explore perceptions of the teachers and the project coordinator of program effectiveness, and to identify various factors for program success. A school admitting high academic achievers was selected, and site visits, as well as individual and focus group interviews, were conducted with the program coordinator, social worker, and course teachers. The results suggested that clear vision and program goals, high quality of curriculum, helpful leadership, positive teacher attitude, and strong administrative support are factors for program success. Analyzing the data enables the researchers to understand the characteristics of a successful program as well as the interplay among factors for producing success.
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Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking." Journal of Education and Learning 5, no. 2 (March 6, 2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.
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<p>The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the study. The elements of aforementioned curriculums such as teaching approach, overall objectives, basic approach, basic skills, basic language skills, achievements, elements and methods were analyzed in terms of critical thinking. Both Turkish Education Curriculums have taken critical thinking as a basic skill, and have included critical thinking in the sections of overall objectives, basic approach and vision. On the other hand, 2006 Turkish curriculum is richer in methodological basis in terms of giving basic language skills, while 2015 Turkish curriculum is richer in terms of achievements.</p>
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Au, Wai Chun Cherry, and Kerry John Kennedy. "A Positive Education Program to Promote Wellbeing in Schools: A Case Study from a Hong Kong School." Higher Education Studies 8, no. 4 (August 26, 2018): 9. http://dx.doi.org/10.5539/hes.v8n4p9.
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Students’ mental health is an alarming issue in Hong Kong, thereby increasing concern from psychologists, who attempted to implement positive education programs to equip students with skills to counteract mental health problems. This study followed the practice from positive psychology and conducted a Flourishing Life program based on the framework of the PERMA model in a secondary setting. The aims of the present paper are two-fold: to report the effort of the program and to evaluate the program’s effectiveness. A mixed-method sequential explanatory research design, including survey (n = 495) and subsequent two focus-group interviews (n = 8), was adopted to assess the program’s effectiveness. Results indicated that Forms Two and Three students (Grades 8 and 9) benefited more from the program than the Form One students (Grade 7). Overall, students reported that they had benefitted from the program. Findings provide supporting evidence to the whole-school approach program that operated effectively within the existing curriculum. This research may provide a direction for school curriculum leaders to promote students’ wellbeing by infusing essence from positive psychology to the school curriculum.
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Martynets, Liliia. "Development of the target program in the institution of general secondary education regarding the management of the process of formation of business qualities of schoolchildren." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 31–35. http://dx.doi.org/10.15587/2519-4984.2021.238026.
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The most effective in the first problems of managing lighting systems in the first place is the program-centralized input. In the paper, the last steps of the school curriculum are discovered and the process of shaping the school curriculum is controlled. In general, the development of the whole program with clearly defined goals, objectives, predicted results, which is balanced with personnel and minds, obvious resources, is necessary. In the statistics, it is indicated, that the main program is intended for such goals: it is directed to the forecast of changes, updating the effectiveness of the foundation of the development and implementation of the strategy of development; it can make innovations straightforward, ensures the systematicity of the processes in the implementation of the innovation; works on the mission of the school, laying foundation for the image.
The approximate structure of the program is determined: substantiation of the problem; theoretical and methodological foundations; the purpose and objectives of the program; stages of program implementation; measures for the implementation of the program; Expected results; analysis and evaluation of the results of the innovation program.
It is established, that the development of the program has the following support: organizational support of the program – modernization of the working curriculum in accordance with the conceptual objectives of the institution; regulatory and legal support of the program – adjustment of the package of documents: development programs of the educational institution; target programs, regulations; scientific and methodological support of the program – theoretical substantiation of the subject of experimental research work; creation of a diagnostic complex for studying the personal sphere of pupils; organization of seminars, pedagogical consultations, scientific-practical conferences as effective means of directing self-educational activity of teachers on improvement of own experimental-research competence; development of special courses, focused on the formation of business qualities of pupils; material and technical support of the program – improvement of development of a methodical office; creation of a media cabinet; expansion of the school library fund, use of Internet opportunities, etc.
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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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Rachmajanti, Sri, and Mirjam Anugerahwati. "PREDICTORS OF THE STUDENTS’ ENGLISH ACHIEVEMENT AT LOWER SECONDARY SCHOOL: CLIL CONTEXT." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 1 (July 30, 2019): 72. http://dx.doi.org/10.15639/teflinjournal.v30i1/72-87.
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English across curriculum has been of world-wide practice, including in Indonesia. Through a blended curriculum (a synergy of national and international frameworks), some schools have put this program into action within the context of CLIL (Content-Language Integrated Learning). This correlational study is intended to find out the correlation between a combination of predictor variables and students’ English learning achievement in secondary school in CLIL context. The predictors include the students’ interest in ELT, the students’ internal and external motivation, the facilities, the exposure to English, and the interactional process between teacher and students at primary school level. The study also investigates to what extent the predictors, in combination as well as individually, contribute to students’ English learning achievement in secondary school in CLIL context. Data were collected through questionnaires administered to four secondary schools which implement an international framework. Seventy students were the sample of the present study. The data were analyzed using multiple regression. Results show that the two most significant predictors of the students’ English achievement in secondary school are the students’ interest and the school facilities.
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Djiwandono, M. Soenardi. "English Language Teacher Education: Rewriting S-1 National Curriculum." TEFLIN Journal - A publication on the teaching and learning of English 10, no. 1 (August 29, 2015): 17. http://dx.doi.org/10.15639/teflinjournal.v10i1/17-30.
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As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS) of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to he a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM), comprising English teaching professionals from Universitas Negeri Malang. GAJAH MADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and professionals in the field of ELT. By the 3'. year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practice the Intensive Course (IC) Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.
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Fofana, Ibrahim Yahaya, and Stella Baindu Fortune. "Challenges of Curriculum Implementation in Junior Secondary Schools." SMART MOVES JOURNAL IJELLH 8, no. 11 (November 28, 2020): 183–215. http://dx.doi.org/10.24113/ijellh.v8i11.10853.
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Since the inception of Western Education in Sierra Leone, frantic efforts have been made to formulate policies in order to improve the quality of education. It has been acknowledged by various educationists that curriculum implementation is instrumental in improving the quality of education in any society. Therefore, it is seen as an approach which improves students’ academic achievements, equipping graduates with sufficient knowledge and skills for them to survive academically and socially in this modern world.
On that note, the development of school curriculum is very significant in the life of a nation. The National School Curriculum as a program of learning is supposed to be a highly sensitive document as it contains the aspiration of the nation, preparing its citizens to face future challenges. It is supposed to be a document of hope.
Notwithstanding the wide recognition and acceptance accorded the roles of curriculum as a career of national philosophy in Sierra Leonean Educational system, there seems to be challenges in the implementation of this important blue print. This could not be disassociated with inadequate trained and qualified teachers in the field/classroom; community/volunteer teachers unpaid; ill-trained and sometimes confused graduates and inadequate Teaching Learning Materials; lack of guidelines for the implementation of curriculum and the complexity of managing the curriculum coupled with inadequate training regarding curriculum implementation. Capacitation of teachers is essential in the successful implementation of any curriculum as they are the main role-players in promoting quality education. This and other related problems should be a cause for concern.
By and large, the researcher is optimistic that although people are different and despite the negativity and inadequacies surrounding the curriculum, there is hope that with time and effort and given the total commitment of all stakeholders to implement the curriculum, success can be attained. Especially with the President’s (Retired Brigadier Julius Maada Bio’s) New Direction Agenda on education in Sierra Leone. Therefore, it can be concluded that the aim of the study and primary research questions which were explored, namely the Challenges towards Curriculum Implementation in Four Selected Junior Secondary Schools in Kpanga Chiefdom, Pujehun District, were adequately addressed and answered.
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Kirby, Dale, and Dennis Sharpe. "Intention, Transition, Retention." International Journal of Information and Communication Technology Education 7, no. 1 (January 2011): 21–32. http://dx.doi.org/10.4018/jicte.2011010103.
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Studies of student transition to post-secondary education have not examined the transition experiences of students who complete on-line courses as part of their high school curriculum. To address this area of deficit in on-line learning research, in this paper, the authors discuss a multi-year study that examined high school on-line learners’ plans to participate in post-secondary education, their enrollment in post-secondary education, and their persistence in a post-secondary program. Data for these analyses were collected from student surveys as well as high school and university academic records. The results suggest that participation in on-line courses in high school is not a significant factor in the post-secondary education transition process while student academic achievement is consistently influential.
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Chrispeels, H. E., M. L. Klosterman, J. B. Martin, S. R. Lundy, J. M. Watkins, C. L. Gibson, and G. K. Muday. "Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students." CBE—Life Sciences Education 13, no. 4 (December 2014): 641–52. http://dx.doi.org/10.1187/cbe.14-01-0007.
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This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to molecular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students.
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Melo, Lina, Florentina Cañada-Cañada, David González-Gómez, and Jin Su Jeong. "Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School." Education Sciences 10, no. 12 (November 29, 2020): 362. http://dx.doi.org/10.3390/educsci10120362.
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The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher’s reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies.
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McCue, Harvey. "Op-Ed: First Nations Elementary & Secondary School Education – A National Dilemma." Critical Social Work 19, no. 2 (December 17, 2018): 111–23. http://dx.doi.org/10.22329/csw.v19i2.5683.
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During the past five years, First Nations elementary-secondary education has been the focus of some useful recommendations in two major reports: The Senate Standing Committee on Aboriginal Peoples in 2011, “Reforming FN Education: From Crisis to Hope,” and the 2012 Report of the National Panel on First Nations Elementary-Secondary Education. In response, the Harper government introduced Bill C-33 in 2014, the first-ever federal First Nations Education Act. Both reports identified much-needed reforms and despite vociferous opposition by most First Nations leaders the First Nations Education Act was a serious effort to accommodate some of them. But neither the reports nor the eventually torpedoed Bill C-33 zeroed in on the three key components that serve as the foundation of any education program: teachers, principals, and the curriculum. If these three elements remain untouched in the new Liberal government’s First Nations education policies, First Nations education outcomes will continue to be a national humiliation. This conceptual paper offers a critique of the provincial and federal governments’ approaches to remedying the dire condition of elementary and secondary school education for First Nations youth, with a focus on teachers, principals, and curriculum.
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Kyule, Miriam N., Jacob J. J. O. Konyango, and Agnes O. Nkurumwa. "TEACHERS IN THE IMPLEMENTATION OF PRACTICAL AGRICULTURE CURRICULUM IN KENYA’S ARID AND SEMI ARID SECONDARY SCHOOLS." Problems of Education in the 21st Century 76, no. 4 (August 15, 2018): 533–43. http://dx.doi.org/10.33225/pec/18.76.533.
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One of the major challenges of the 21st century is the increasing level of academic qualifications at the expense of relevance in education. School agriculture is one of the subjects which require teachers who as the principal implementers of the curriculum must be able to interpret agriculture curriculum objectives to meet societal needs. However, implementation of agriculture curriculum in Arid and Semi Arid Land (ASAL) secondary schools has fallen short of its expectations as it has not significantly influenced agricultural activities both in school and surrounding communities. Thus, the benefit of implementing agriculture curriculum in ASALs is yet to be fully achieved. The research sought to document the teacher factors influencing implementation of secondary school agriculture curriculum in ASAL schools in Kenya. The research focused on teacher training, teacher technical knowledge and skills about Dry Land Agriculture [DLA] practices and training and support. The research was carried out in ASAL counties of Baringo, Makueni and Narok. Survey research design was used. The researcher developed a semi-structured questionnaire to obtain data on the teacher factors from 88 agriculture teachers. The research results showed that most teachers were trained and professionally qualified thus expected to translate the curriculum objectives to learning activities relevant to ASALS. However, agriculture teachers were found to be deficient in terms of technical knowhow on DLA practices among them, insitu water harvesting and use of sunken beds. Agriculture teachers received insufficient support towards professional development. The support did not aim at DLA knowledge and skill enhancement towards agriculture curriculum implementation. Agriculture teachers’ inadequacy on DLA practices’ technical knowhow and lack of support towards professional development was impacting negatively on agriculture curriculum implementation in ASAL schools. The Government has a responsibility of ensuring that all ASAL schools are staffed with qualified teacher. Secondary school administrations in ASALs need to support teachers on continuous trainings that are relevant to agriculture curriculum implementation. Agriculture training program developers need to focus more on the acquisition of technical know on all DLA practices. Addressing the training inadequacies among agriculture teachers in ASAL schools will lead to a competent staff who can translate curriculum objectives into learning experiences that promote DLA in ASALs. This translation will in turn influence agricultural activities both in school and in the society for improved agricultural production. Keywords: agriculture teachers, curriculum implementation, arid and semi arid lands, dry land agriculture.
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., Nuraeni. "THEORETICAL PERSPECTIVES OF THE PRE-SERVICE ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM: THE KNOWLEDGE BASE AND CURRICULUM." ENGLISH JOURNAL 15, no. 1 (March 31, 2021): 1. http://dx.doi.org/10.32832/english.v15i1.4557.
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<span>This short contribution is a brief theoretical perspective of English Language Teacher Education (ELTE) from the existing theories started from 1985 to 2014. It reviews the theories of English language teacher education around the globe and in Indonesia. The main focus of this article is concerned with the knowledge base and the curriculum viewed from various perspectives. To link the theories of English language teacher education in Indonesia with the needs of school context, an overview of the existing curriculum at secondary level adds further description.</span>
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Veselovská, Michaela, and Karolína Mayerová. "Programming with Motion Sensor Using Lego WeDo at Lower Secondary School." International Journal of Information and Communication Technologies in Education 4, no. 3 (October 1, 2015): 40–52. http://dx.doi.org/10.1515/ijicte-2015-0013.
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Abstract Educational robotics has become one of the popular and motivational tools of learning for mostly science and technology oriented classes. Its application in teaching specific subject is not very simple. Initiative teachers have encountered many questions, which include the selection and development of specific types of activities that can allow students to extensively utilize the potential of the selected robotic kit. In our research we have been working with educational robotics in informatics at lower secondary school. In this paper we focus on the fifth grade students, which worked with robotic kit LEGO WeDo. We analysed different types of activities, where pupils were programming the robotic model with usage of motion sensor. Our aim was to identify what types of activities the pupils resolved correctly and in what types of activities pupils most often made mistakes. In pursuit of that, we can create a more concise and easier to understand version of tasks to program the robotic model. These activities are part of the curriculum with educational robotics, which we have been developing within our doctoral research. We have been conducting design base research within we chose qualitative methods of data collection and data analysis. Based on data analysis, we found that in most cases pupils solved prepared tasks, in which they worked with programs from the worksheets (modifying the program, explaining the differences between the two programs and completing programs). Pupils mostly made mistakes in explaining a particular program and in creating a certain sequence of commands in program. In the next phase of our research we are going to modify mentioned activities so pupils can better acquire problem solving skills, programming skills and communication and collaboration skills.
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Fatimah, Nurul Suci, Hasan Bisri, and Muhammad Ichsan. "EVALUASI PROGRAM PEMBELAJARAN SAINTIFIK." DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar 6, no. 1 (April 25, 2019): 58. http://dx.doi.org/10.30997/dt.v6i1.1643.
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One of the government's policies for the education sector that now must be implemented by every school is using the 2013 curriculum, especially for the elementary school level of education. There are many approaches that can be used in basic and secondary education. This study did at SDIT Raudlatul Jannah that has a learning program using a scientific approach. This research used qualitative approach by type of evaluation research with Stake Model. Data were collected through observation techniques, interviews, questionnaires, and documentation studies. Data analysis techniques were done through data reduction, display data, and verification. The result of the study showed that the context aspect (antecedent) base or implementation of learning program of scientific approach in SDIT Raudlatul Jannah is in line with the regulation of minister of education and culture No. 103 year 2014 article 2 verse 7. Transactional aspect of transaction evaluation of scientific approach in SDIT Raudlatul Jannah 85% has met the criteria. Output aspect based on average KKM's achievement, student's SME scores, and students' effective student-level outcomes are good.
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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
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Lynne Beal, A. "A Transition Program Based on the Learning Characteristics of Grade 9 Students." Canadian Journal of School Psychology 8, no. 1 (September 1992): 58–68. http://dx.doi.org/10.1177/082957359200800106.
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This article describes a primary prevention program that was implemented for grade 9 students in a multicultural high school in Toronto. The goal of the program was to determine the learning styles of the grade 9 class as a whole and to encourage teachers to better meet students' needs in the regular classes. Students with needs that could not be met through the regular classroom curriculum were identified early and referred to resource staff in the school for secondary prevention programs. The learning styles of grade 9 students were determined through a group-administered learning styles inventory, writing samples, and estimates of students' academic skill levels provided by their grade 8 teachers. Teachers attempted to prevent students from failing by selecting materials and texts at suitable reading levels, providing remediation within the curriculum, teaching study skills, and reporting to parents. Inservice training was provided for teachers to enable them to use these primary prevention strategies in their classrooms.
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Lau, Patrick S. Y., C. M. Lam, Ben M. F. Law, and Y. H. Poon. "Using Positive Youth Development Constructs to Design a Money Management Curriculum for Junior Secondary School Students in Hong Kong." Scientific World JOURNAL 11 (2011): 2219–29. http://dx.doi.org/10.1100/2011/750721.
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This paper aims to discuss the relationships between the selected positive youth development constructs and the enhancement of Hong Kong junior secondary school students' money management skills, values, and attitudes. Various issues of money management of adolescents are reviewed. These issues include the need for money management programs for adolescents, the content and coverage of an appropriate money management program, and its relationships with the selected positive youth development constructs. The curriculum units for secondary 3 students are taken as examples to illustrate the design of the program. It is believed that promoting cognitive competence, self-efficacy, and spirituality could be an effective way to enhance students' money management skills, values, and attitudes, thus preparing them better for facing the finance-related issues in life.
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Lewis, Suzanne. "Questions Remain about Whether EBM Competencies Learned in Medical School are Retained in Residency." Evidence Based Library and Information Practice 2, no. 3 (September 5, 2007): 111. http://dx.doi.org/10.18438/b8gk5v.
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Objective – To assess medical graduates’ use of evidence based medicine (EBM) in residency, self-perception of EBM skills, attitudes toward EBM, and the impact of a formal EBM curriculum in their third undergraduate year.
Design – A longitudinal follow-up study by self-administered questionnaire.
Setting – Internal medicine residency programs in US hospitals.
Subjects – A convenience sample of 2001 and 2002 graduates of the University of Illinois College of Medicine at Peoria (UICOM-P) (n=78), and their respective residency program directors (n=72).
Methods – A student graduate questionnaire (SGQ) was sent to all members of UICOM-P’s 2001 and 2002 graduating classes who had completed the EBM course during their M-3 Internal Medicine clerkship. A program director questionnaire (PDQ), similar to the SGQ, was sent to the graduates’ residency program directors. The research instrument was tested with a pilot group prior to use, but not validated. The questionnaires consisted of 4 main sections. The first section examined formal and informal EBM programs in the graduates’ residency curriculum. The second section consisted of a self-assessment of EBM skills by the residents and an assessment of those skills by their program directors. The third section asked graduates to compare their EBM skills to those of their fellow residents who had not been students at UICOM-P. Similarly, in the third section of the PDQ, program directors were asked to compare the EBM skills of UICOM-P graduates and non-UICOM-P graduates participating in the residency program. The last section concerned professional and demographic characteristics. Copies of the surveys were mailed out to non-responders after 6 weeks. Results were collated but statistical analysis was not applied.
Main results – The response rate was 32% for residents and 35% for program directors. The number of incomplete surveys was not reported. Forty-four percent of all respondents reported having a formal EBM curriculum for residents, and 76% reported an informal curriculum. For both formal and informal programs, the most common teaching formats were journal clubs, followed by lectures, teaching rounds, morning reports, bedside consultations, ambulatory clinics and seminars. In section two of the questionnaires, both residents and program directors rated the residents’ EBM skills similarly. However, the residents rated their skills in searching the literature and application of findings to clinical practice higher than the program directors. Program directors also rated the residents’ skills in understanding statistics and tests higher than the residents themselves. Twenty-four percent of both residents and program directors rated the UICOM-P graduates as “very competent” or “extremely competent” in EBM skills (50). Only 35% of program directors and 27% of residents rated the UICOM-P graduates’ EBM skills as “usually better” or “always better” than their peers who were not UICOM-P graduates (50).
Conclusion - The authors of this study conclude that, for UICOM-P graduates, “it might be implied from these results that the EBM skills gained during medical school were retained through their medical school graduation and into their residency training” (51). However, this study has methodological weaknesses which make it difficult to draw any definite conclusions from the results.
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Catipovic, Marija, Martina Markovic, and Josip Grguric. "Educational intervention about breastfeeding among secondary school students." Health Education 118, no. 4 (June 4, 2018): 339–53. http://dx.doi.org/10.1108/he-10-2017-0057.
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PurposeBreastfeeding education in the school setting offers the opportunity to improve knowledge base and positively influence beliefs and intentions for students. The purpose of this paper is to analyze the effect of short education program among secondary school students on breastfeeding knowledge and intentions.Design/methodology/approachTotal of 106 female and 155 male students from four different high schools in Bjelovar were given online questionnaire about intentions to breastfeed and test of knowledge about breastfeeding, both before and shortly after education. The effect of education and school on breastfeeding intentions and knowledge was examined using mixed design ANOVA. Univariate tests were used to examine relation of several independent variables to breastfeeding intention and knowledge scores before and after education.FindingsResults showed statistically significant effect of education on both intentions and knowledge, whereas the effect of school was significant only for intentions. Students show more positive intentions and better knowledge about breastfeeding after education than before education.Research limitations/implicationsThis paper does not entail validation of breastfeeding questionnaire and knowledge test. Due to comprehensiveness and report length, study on validity and reliability of measures is the subject of another paper.Practical implicationsThe authors hope that results of the study will influence professional public in Croatia and encourage it to support implementation of breastfeeding education in curriculum.Originality/valueThis paper offers the first national intervention data in relation to breastfeeding intentions and knowledge among secondary school students. It provides an evidence for necessity of implementation of well-structured education module in regular curriculum of secondary education in Croatia.
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Kop, Yasar. "One of the Countries That Turkey Models: Finland Secondary Education Social Studies Curriculum." International Education Studies 10, no. 2 (January 30, 2017): 15. http://dx.doi.org/10.5539/ies.v10n2p15.
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Teaching of social studies has basis of education dynamism that governments maintain to raise qualified and efficient citizens. That’s why; being examined programs in question has importance for the global citizen concept which comes up with globalization. Therefore, how to be raised efficient citizens who build both governments’ and world’s future is going to be determined. Turkey has chosen some countries as guides in education to keep up with globalization world standards. One of these countries is Finland. “Core Program” which is in force in the country is has been taken as basis in this study in which secondary education Social Studies curriculum occupying an important place in Finland education system is reviewed. Geographical and historical features and education system of the country are described (have been depicted shortly so as to ensure to be understood better the program in question. When we look at Finland education system in general, it can be said the tradition of sublimating the common objectives in Finland culture slows down the reflection of liability to bring individuality forward on implementation. School programs aims to equip the youth with knowledge and skills they will need in the social life naturally as well as aiming to transmit the basic values of Finland culture to the students. Equality of entire community is taken into consideration while doing this. Concerning available general program, it has been confirmed that general goals of “secondary education Social Studies curriculum” are to equip learners with talent to analyze current events efficiently and critically and prepare them to join social activities.
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Bertotti, Mirian De Oliveira, and Robson Fonseca Simões. "Pacto pelo ensino médio e currículo: reflexões a partir dos cadernos de formação e relatório final do PNEM Rondônia." Revista Produção e Desenvolvimento 2, no. 2 (August 31, 2016): 1–10. http://dx.doi.org/10.32358/rpd.2016.v2.164.
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The vocation of this article is to discuss the dimensions of the existing secondary school curriculum in the continuing education of the federal government titled "Pacto Nacional pelo Fortalecimento do Ensino Médio- PNEM" for the teachers of the state school system of Rondonia. This training allowed seeing with new eyes the pedagogical practices of teachers with the subject of the last stage of basic education. Therefore, it takes a qualitative approach, and its methodological approach relies on the analysis of the formation of the notebooks used by course participants and the final report prepared by the educational program coordinator in the state of Rondônia. Even though our research still in development, the theoretical basis and data collection phase, we rely on the multiculturalist theory, as in Freire's pedagogy, which raises the critical reading, questioning and intervention in reality. We understand that curriculum policies are hybrid, polyphonic, produced by discourses that circulate in different educational space- time. We understand that the curriculum as a social instrument is built collectively, with the participation of each subject to enforce the quality of education in secondary school territories.
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Karpa, Kelly, Kavita Vakharia, Catherine A. Caruso, Colin Vechery, Lanette Sipple, and Adrian Wang. "Medical student service learning program teaches secondary students about career opportunities in health and medical fields." Advances in Physiology Education 39, no. 4 (December 2015): 315–19. http://dx.doi.org/10.1152/advan.00124.2015.
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Engagement of academic medical centers in community outreach provides the public with a better understanding of basic terms and concepts used in biomedical sciences and increases awareness of important health information. Medical students at one academic medical center initiated an educational outreach program, called PULSE, that targets secondary students to foster their interest in healthcare and medicine. High school student participants are engaged in a semester-long course that relies on interactive lectures, problem-based learning sessions, mentoring relationships with medical students, and opportunities for shadowing healthcare providers. To date, the curriculum has been offered for 7 consecutive years. To determine the impact that participation in the curriculum has had on college/career choices and to identify areas for improvement, an electronic questionnaire was sent to former participants. Based on a 32% response rate, 81% of former participants indicated that participation in the course influenced their decision to pursue a medical/science-related career. More than half (67%) of respondents indicated intent to pursue a MD/PhD or other postgraduate degree. Based on responses obtained, additional opportunities to incorporate laboratory-based research and simulation sessions should be explored. In addition, a more formalized mentoring component has been added to the course to enhance communication between medical students and mentees. Health/medicine-related educational outreach programs targeting high school students may serve as a pipeline to introduce or reinforce career opportunities in healthcare and related sciences.
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Zimmer, Michael. "Addressing Intellectual Freedom and Privacy in Education." Journal of Intellectual Freedom and Privacy 2, no. 2 (October 12, 2017): 3. http://dx.doi.org/10.5860/jifp.v2i2.6476.
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In her feature article, “Indoctrination and Common Sense Interpretation of Texts: The Tucson Unified School District Book Banning,” Emily Knox, an assistant professor at the School of Information Sciences at the University of Illinois at Urbana-Champaign, attempts to make sense of the controversy surrounding legislation passed in Arizona to remove Mexican American Studies (MAS) courses from public school curriculum. Her analysis focuses on the unique actions taken by Tucson Unified School District officials, who walked into MAS classrooms and proceeded to confiscate numerous books related to the program. Through a discourse analysis of arguments made by those opposing MAS programs, Knox reveals an ironic role of “indoctrination” within the controversy: those who opposed MAS feared students were being indoctrinated to feel there was something wrong with the United States, yet their own act of banning certain books was itself an act of indoctrination by purposefully shaping the information students would be exposed to.
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Shek, Daniel T. L., and Rachel C. F. Sun. "Subjective Outcome Evaluation Based on Secondary Data Analyses: The Project P.A.T.H.S. in Hong Kong." Scientific World JOURNAL 10 (2010): 224–37. http://dx.doi.org/10.1100/tsw.2010.4.
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The intent of this study was to evaluate the program effectiveness of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) (Secondary 1 Curriculum) by analyzing 207 school-based program reports, in which program implementers were invited to write down five conclusions based on an integration of the subjective outcome evaluation data collected from the program participants and program implementers. Secondary data analyses were conducted and 1,855 meaningful units were extracted from 1,035 “aggregated” conclusions. Among them, about 27 and 18% were related to perceptions of the program and implementers, respectively, and most of them were positive in nature. About one-third was related to perceived effectiveness of the program, and most of them referred to enhancement of students' development in societal, familial, interpersonal, and personal aspects. However, difficulties encountered during program implementation (3.34%) and recommendations for improvement (18.11%) were also reported. The present study replicated the findings reported in previous studies and suggests that the Tier 1 Program of the Project P.A.T.H.S. is beneficial to the development of the program participants.
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Bernstein, Seth. "The community of Ursula Franklin Academy: Ursula as friend and inspiration." Canadian Journal of Physics 96, no. 4 (April 2018): xxv—xxviii. http://dx.doi.org/10.1139/cjp-2017-0316.
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Founded in 1995, Ursula Franklin Academy is a Toronto District School Board secondary school that specializes in integrated technology and academics for the real world. Ursula herself was actively involved in the planning of the school, and her values and activism continue to shape our program and community. One of the core structural elements that emerged from the early planning phases was The Wednesday Program, a place where teachers and students can design and deliver unique, locally developed curriculum. Though we no longer have Ursula with us, we work in her memory to best prepare students for the personal and global challenges they face, towards a world with social and environmental justice.
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Singh, Manjet Kaur Mehar, Fatin Najwa Amelia Marsani, Paramaswari Jaganathan, and Ahmad Sofwan Nathan Abdullah. "An Intercultural Reading Programme (IRP) to Enhance Intercultural Knowledge among Secondary School Students." English Language Teaching 10, no. 1 (December 8, 2016): 26. http://dx.doi.org/10.5539/elt.v10n1p26.
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As a multi ethnic country, Malaysia consists of three major ethnic groups mainly Malays, Chinese, and Indians with unity as its building block. Although education is seen as the best medium for the three major ethnic groups to work together, contemporary research shows that there is lack of intercultural understanding among these three ethnic groups. Therefore, this study focused on a classroom intervention to investigate how Malaysian based English literature can be utilized to promote intercultural understanding among Form Four secondary school students via reading. This qualitative research design study collected data through focus group interviews and journal entry. This research explored intercultural knowledge among Form Four students through the Intercultural Reading Program (IRP). Findings indicate that the IRP intervention improved Form Four students’ level of intercultural knowledge. This research puts forward suggestions to the Ministry of Education such as integrating IRP in its secondary schools’ English Literature curriculum.
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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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Singh, Nikita, Matin G. Minaie, David R. Skvarc, and John W. Toumbourou. "Impact of a Secondary School Depression Prevention Curriculum on Adolescent Social-Emotional Skills: Evaluation of the Resilient Families Program." Journal of Youth and Adolescence 48, no. 6 (February 25, 2019): 1100–1115. http://dx.doi.org/10.1007/s10964-019-00992-6.
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Shek, Daniel T. L., Rachel C. F. Sun, and Andrew M. H. Siu. "Interim Evaluation of the Secondary 2 Program of Project P.A.T.H.S.: Insights Based on the Experimental Implementation Phase." Scientific World JOURNAL 8 (2008): 61–72. http://dx.doi.org/10.1100/tsw.2008.22.
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An interim evaluation was conducted to understand the implementation quality of the Tier 1 Program (Secondary 2 Curriculum) of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programs) in the Experimental Implementation Phase. Twenty-five schools were randomly selected to participate in personal and/or telephone interviews to provide information on the implementation details of the program and perceived attributes of the worker-support scheme (“Co-Walker Scheme”). Results showed that a majority of the workers perceived that the students had positive responses to the program and the program was helpful to the students. They also identified several good aspects in the program and the Co-Walker Scheme, albeit expressing some negative comments on the program design and difficulties in the implementation process. In conjunction with other findings reported previously, the present findings suggest that the Tier 1 Program is well received by different stakeholders and it promotes the positive development of secondary school students in Hong Kong.
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Winicki-Landman, Greisy. "Discuss with Your Colleagues: Equiareal Polygons: A Mathematical Conversation about a New Concept." Mathematics Teacher 94, no. 3 (March 2001): 211–16. http://dx.doi.org/10.5951/mt.94.3.0211.
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This article describes an activity that is connected with mathematical definitions and that illustrates the process of gradual refinement as a way to understand and construct knowledge. It presents a gradual construction of a specific geometry concept that was the result of the interaction among the participants in a mathematical discourse (Pimm 1987). This activity took place at the end of a professional development program for teachers of secondary school geometry. During this fourteen-week program, the participants were exposed to the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and to several activities adapted from two volumes in the Addenda Series: Geometry in the Middle Grades (Geddes 1992) and Geometry from Multiple Perspectives (Coxford 1991).
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Skamp, Keith. "Environmental Education: Implementation in a NSW Department of School Education Region." Australian Journal of Environmental Education 12 (1996): 61–70. http://dx.doi.org/10.1017/s0814062600004195.
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ABSTRACTSurvey results are described for the perceived, implementation of the NSW Environmental Education Curriculum Statement in one School Region. Data provide a picture of the extent to which schools have documented Environmental Education policies and the amount and kind of implementation at school level. Reference is made to the use of field study centres, community involvement, and the extent and possible impact of professional development opportunities on these measures. Comparisons are made between the primary and secondary sectors. Professional development does appear to have had some impact, and the ‘across curricula’ approach seems to have had partial success. Reasons for the limited involvement of secondary schools are suggested. The extent of primary project work which was occurring appeared encouraging but there were unanswered questions about whole school programs. NSW Government initiatives such as Field Study Centres and the Greening of Schools program appeared to be playing important roles.
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Mullet, Dianna R., Todd Kettler, and AnneMarie Sabatini. "Gifted Students’ Conceptions of Their High School STEM Education." Journal for the Education of the Gifted 41, no. 1 (December 12, 2017): 60–92. http://dx.doi.org/10.1177/0162353217745156.
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This qualitative study was conducted to explore gifted students’ conceptions of their high school science, technology, engineering, and mathematics (STEM) education. Participants were seven male and female college freshmen selected from the Honors College of a large research university. In-depth interviews captured students’ retrospective accounts of their conceptualizations of their high school STEM education. Interview transcripts were analyzed inductively using a phenomenographic analysis framework. Findings comprised an outcome space composed of six core categories of meaning representing STEM learning environment, institutional supports, social supports, teacher qualities, active involvement in learning, and students’ self-perceptions of their STEM capability. Findings from this study offer a deep understanding of contemporary STEM education of gifted secondary students and help inform future curriculum design, program evaluation, and educational policy.
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Park, Yujong, and Eunsu Jung. "Exploring the Use of Video-clips for Motivation Building in a Secondary School EFL Setting." English Language Teaching 9, no. 10 (September 2, 2016): 81. http://dx.doi.org/10.5539/elt.v9n10p81.
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<p>By employing an action research framework, this study evaluated the effectiveness of a video-based curriculum in motivating EFL learners to learn English. Fifteen Korean EFL students at the secondary school context participated in an 8-week English program, which employed video clips including TED talk replays, sitcoms, TV news reports and movies as its main study material. Results from the motivation surveys (adapted from Gardner, 1985) and interviews with students showed that 1) after taking the class, students became more motivated, especially in terms of gaining a positive attitude for the English language and culture, and 2) competitive group activities that followed the watching of video materials positively influenced student participation. Implications for EFL classrooms with low student motivation are discussed.<strong></strong></p>
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Mitina, Elena Garisonovna, and Anastasia Vladimirovna Ishchenko. "Ecological parks educational environment usage at Biology lessons in schools (on the example of N.A. Avrorin Polar-Alpine Botanical Garden-Institute)." Samara Journal of Science 8, no. 2 (April 1, 2019): 349–55. http://dx.doi.org/10.17816/snv201982304.
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The paper is devoted to the search of alternative ways to update school Biology curriculum. Creation of educational environment at the premises of ecological parks is considered to be an innovative and promising prospective approach that meets contemporary demands and follows central developmental trends of society. Based on the results of practicing Biology teachers poll, we give an expediency analysis of engaging ecological parks educational opportunities for school lessons. According to available data as well as based on the structure and the content of biological education prescribed for secondary school, the authors program Kola Land nature has been developed. The content of our program is an addition to the General program line Biology for 6-9 classes created by V.V. Pasetchnik, it matches the themes of a school Biology course: Biology as a science of vital nature, Cellular structure of organisms, Plant kingdom, Diversity of fauna, Ecosystems. Effectiveness evaluation of the authors educational program Kola Land nature was realized in the ecological park of N.A. Avrorin Polar Alpine Botanical Garden Institute. The obtained data confirm that the program usage as an addition to the basic school Biology course improves the level of its mastering by students.
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Chatterjee, Avik, Thomas N. Rusher, Julia Nugent, Kenneth W. Herring, Lindsey M. Rose, Dean Nehama, and Natalie D. Muth. "Making an IMPACT: The Story of a Medical Student-Designed, Peer-Led Healthy Eating and Physical Activity Curriculum." Journal of Biomedical Education 2015 (August 5, 2015): 1–5. http://dx.doi.org/10.1155/2015/358021.
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Despite the importance of healthful dietary choices in combating the childhood obesity epidemic, neither primary and secondary schools nor medical schools provide adequate nutrition education. In 2005, two medical students at the University of North Carolina started the Improving Meals and Physical Activity in Children and Teens (IMPACT) program, which utilized a peer-educator model to engage medical students and high school students in teaching 4th graders about healthy eating and physical activity. Over the years, medical student leaders of IMPACT continued the program, orienting the curriculum around the 5-2-1-0 Let’s Go campaign, aligning the IMPACT curriculum with North Carolina state curricular objectives for 4th graders and engaging and training teams of health professional students to deliver the program. The IMPACT project demonstrates how medical and other health professional students can successfully promote nutrition and physical activity education for themselves and for children through community-based initiatives. Ongoing efforts are aimed at increasing family participation in the curriculum to maximize changes in eating and physical activity of IMPACT participants and ensuring sustainability of the organization by engaging health professional student participants in continuing to improve the program.
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Azizan, Farah Liyana, Nor Amalina Ahmad, Nur Fazliana Rahim, Rohaiza Daud, Mus Chairil Samani, Mohd Alhafiizh Zailani, Mohd Aminudin Mustapha, Mohamad Fhaizal Mohamad Bukhori, and Ahmad Alif Kamal. "Factors that Influence Program Selection and Its Relationship with Students’ Achievement in Pre-University Study." Asian Social Science 13, no. 9 (August 24, 2017): 145. http://dx.doi.org/10.5539/ass.v13n9p145.
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The purpose of this study is to recognize the influencing factors in program selection in pre-university level and its relationship with student’s achievement. Competition among school leavers to further their studies at a higher level institution is getting tougher; making choosing a program offered by universities becomes a real challenge. After completing secondary school studies, most universities require students to complete a minimum of 1–2 years of post-secondary education before enrolment. Pre-university program is one of the options of post-secondary education. Since the curriculum of pre-university program is very comprehensive, students attending this program have to undergo various challenges throughout their academic sessions. Therefore, students are expected to have their own targets and focus prior to attending any of these studies. In this study, the researchers use a survey to investigate and analyze factors that influence students’ decisions in choosing a pre-university program and also the relationship between their decisions making with their academic achievements. The study reveals that all the factors listed significantly influence the students’ decision making in choosing a pre-university program. However, not all of these factors are taken into consideration in choosing a program that has a significant relationship with their achievement. Therefore, knowledge derived from this study is beneficial to the Ministry of Higher Education and any higher learning institutions which offer pre-university programs including the policy makers. The knowledge also allows policy makers to plan preemptive action to improve student’s performance.
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SAETEURN, MUEY CHING. "‘A BEACON OF HOPE FOR THE COMMUNITY’: THE ROLE OF CHAVAKALI SECONDARY SCHOOL IN LATE COLONIAL AND EARLY INDEPENDENT KENYA." Journal of African History 58, no. 2 (June 7, 2017): 311–29. http://dx.doi.org/10.1017/s0021853716000682.
Full textAbstract:
AbstractSituated in the densely populated former North Nyanza District of western Kenya, Chavakali secondary school was the site where the colonial regime, the nationalist government, and international ‘developmentalists’ attempted to dictate the nature of education and by extension the place of the rural citizenry during the late 1950s and throughout the 1960s. This goal, however, was not easily achieved because ordinary Kenyans rejected the vocational-agricultural curriculum that school officials and development specialists championed as the ideal education program for rural communities. Chavakali students from Maragoliland, in particular, recognized the inherent contradiction of the Kenyan government's agriculture-as-development model continued from the colonial era – lack of land. Realizing how bankrupt the agrarian development model really was, they used their educational training to enter the wage labor sector on better terms than as simple laborers. Chavakali's nonsensical curriculum thus hardly produced the agrarian revolution that the state hoped would stabilize the countryside in the postcolony.