Relevant bibliographies by topics / Secondary education|Educational theory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Secondary education|Educational theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Secondary education|Educational theory"

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Cantu, Gerald C. "Tracking in secondary education: An educational injustice." Theory and Research in Education 17, no. 2 (2019): 202–12. http://dx.doi.org/10.1177/1477878519867497.

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Secondary education schools in the United States routinely distribute differential educational provisions to students through a widely implemented tracking system. This article aims to show that this tracking system is unjust. It begins with a characterization of the tracking system as it is typically implemented in the United States, and its connection to distributive justice issues. The author then begins formulating an autonomy-based educational equality theory which is based on a conception of distributive justice requiring equal consideration of persons with reference to their needs. The
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Onyshchuk, Lyudmila. "Theory-methodological bases of general secondary education development prognostication." Osvitolohiya, no. 7 (2018): 138–44. http://dx.doi.org/10.28925/2226-3012.2018.7.138144.

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In the article, based on the analysis of the system of means of scientific cognition and critical understanding of the features of pedagogical prognostication as a specific type of scientific research and form of concretization of scientific prognostication, the results of pedagogical knowledge systematization prognostication highlighted. In the research format the ideas, theories, positions, patterns and principles that reflect the features of the object and subject of research scientifically interpreted. It was clarified that the development of theoretical principles for forecasting the deve
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Mikheeva, Tatyana, and Viktoriya Pankova. "On the theory of innovative education." E3S Web of Conferences 273 (2021): 12111. http://dx.doi.org/10.1051/e3sconf/202127312111.

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Innovative education is a purposeful process of education and innovative training of a person, contributes to the development of his creative abilities, self-learning skills, self-improvement. The main objective of innovative education, formulated from the perspective of the mechanisms for the development of post-industrial civilization, is to ensure that the quality of human development is ahead of the way. As an important area of social activity, education outpaces other forms of social activity in its development. Innovative activity in education is a multi-component social activity. Innova
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Chen, Daozhi, and Jinghui Ling. "Online Teaching of Secondary Vocational Education based on Constructivism." Journal of Contemporary Educational Research 5, no. 7 (2021): 1–7. http://dx.doi.org/10.26689/jcer.v5i7.2244.

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Online teaching would become a development trend in the field of education. Based on the characteristics of online education and the theory of constructivism, the elements of online teaching would undergo fundamental changes which would certainly lead to revolutionary educational concepts, contents, designs, methods, etc. With the continuous rapid development of China’s economy, the scale of vocational education has expanded. In combination with the constructivist learning theory to explain the meaning of online education, analysis of the feasibility of secondary vocational education and their
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Romanchenko, Mikhail Konstantinovich. "System Design as a Factor in the Development of Modern Professional Education." Siberian Pedagogical Journal, no. 4 (September 8, 2021): 89–98. http://dx.doi.org/10.15293/1813-4718.2104.09.

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The article discusses the possibilities of the formation of system design and organization of educational activities in educational institutions of the system of secondary vocational education. The substantiation of a systematic approach to the design activity of a pedagogical worker is proposed, a procedural scheme for the system design of the educational process in the context of modern changes in production requirements is proposed. The conducted studies allow us to conclude that it is necessary to divide the design process into three stages, which differ in priority determining goals. The
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Al-Ayasra, Mohamed Abdulkarim. "Features of Educational Theory in Islam." Journal of Educational and Psychological Studies [JEPS] 1, no. 1 (2007): 1. http://dx.doi.org/10.24200/jeps.vol1iss1pp1-33.

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This study aimed at Identifying the basic features of Islamic educational theory. In order to achieve this aim, some procedures were followed. First, the Islamic educational theory was defined. Next, the views relating to Its existence were discussed. Then, its position as a sub- theory in the Islamic general system was explained. Alter that, the sources of Islamic educational theory were Identified and divided into two main categories: (i) The f'oced and genuine sources represented In the Holy Ouran and the prophet's teachings, sayings, and doings (Sunna). (2) Secondary sources which were con
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Benešová, Tereza. "Towards Entrepreneurship: Reflections Between Theory and Practice." International Journal of Entrepreneurial Knowledge 3, no. 2 (2015): 5–15. http://dx.doi.org/10.1515/ijek-2015-0012.

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Abstract The paper deals with the pragmatic need of linking theory and practice in the learning process, focusing on vocational education in economics and entrepreneurship education. In connection with selected alternative economic theories is shown the necessity of praxeological educational background and practical work experience in teaching process in entrepreneurship education. Results are based on the research, which was done in the framework of prepared dissertation thesis on the theme of entrepreneurship education from the perspectives of theory and the perspective of vocational school
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Myroniuk, Tyler W., Reeve Vanneman, and Sonalde Desai. "Getting a Child through Secondary School and to College in India." Sociology of Development 3, no. 1 (2017): 24–46. http://dx.doi.org/10.1525/sod.2017.3.1.24.

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In the classic formulations of social capital theory, families employ their social capital resources to enhance other capitals, in particular their human capital investments. Social capital would seem to be especially important in the case of India, where, in recent years, higher education has been under considerable stress with rising educational demand, inadequate supply, and little parental experience to guide children's transition through the education system. We use the 2005 and 2012 waves of the nationally representative India Human Development Survey (IHDS) to show how relatively high-s
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Ibrahim, Yaro, Rozita Arshad, and Dani Salleh. "Stakeholder perceptions of secondary education quality in Sokoto State, Nigeria." Quality Assurance in Education 25, no. 2 (2017): 248–67. http://dx.doi.org/10.1108/qae-04-2016-0021.

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Purpose This study aims to obtain stakeholder perceptions of secondary education quality in Sokoto State, Nigeria. Design/methodology/approach A qualitative research approach was used by conducting interviews. Data were purposively collected from a sample of 15 education stakeholders in Sokoto State, and analyzed to extract major themes using the NVivo software program. Findings The results of the interviews suggested that high-quality education is defined by the following seven dimensions that fell under a systems-based framework: the provision of adequate instructional materials, the provisi
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Panchenko, Liubov, and Nataliia Samovilova. "Secondary data analysis in educational research: opportunities for PhD students." SHS Web of Conferences 75 (2020): 04005. http://dx.doi.org/10.1051/shsconf/20207504005.

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The article discusses the problem of using secondary data analysis (SDA) in educational research. The definitions of the SDA are analyzed; the statistics of journals articles with secondary data analysis in the field of sociology, social work and education is discussed; the dynamics of articles with data in the Journal of Peace Research 1988 to 2018 is conducted; the papers of Ukrainian conference “Implementation of European Standards in Ukrainian Educational Research” (2019) are analyzed. The problems of PhD student training to use secondary data analysis in their dissertation are discussed:
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Dissertations / Theses on the topic "Secondary education|Educational theory"

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Lek, Lauren. "Using a grounded theory approach| Capturing the history and culture of the charism of the Sisters of St. Joseph of Carondelet in sponsored secondary schools." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10248690.

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<p> This grounded theory study explored the experiences of lay faculty, administration and Sisters of St. Joseph of Carondelet (CSJ) to capture how the spirit of the CSJ continues in the organizational culture of their sponsored secondary schools. Since 1950, CSJ in the Los Angeles Province, have experienced a very similar decline as other orders of religious across the United States. In order to preserve the culture and history of the CSJ in their sponsored secondary schools, the researcher conducted twenty semi-structured interviews to capture the lived experiences of those currently serving
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Elmore, Alyssa Jeannine. "An Exploration of the Educational Experiences of African American Female High School Students." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448298333.

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LAW, Yuen Fun Muriel. "Drama as method : recontextualizing project learning for HK secondary schools." Digital Commons @ Lingnan University, 2012. https://commons.ln.edu.hk/cs_etd/16.

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This doctoral study is grounded in the work of cultural studies and its concern for pedagogy and education. The study investigated a local pedagogical issue— Independent Enquiry Study (IES)—a specific form of social inquiry in the core subject Liberal Studies (LS) in Hong Kong senior secondary schools. It took a designated IES classroom as the point of intervention and as the basis for exploring transformed pedagogical practices in Hong Kong secondary school education. My vantage point of the intervention rested on participant-observation through action research and critical contextual analysi
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Talbert, Kevin M. "AN EDUCATIONAL CRITICISM OF THE NARRATIVE CURRICULUM OF AN URBAN TEACHING COHORT PROGRAM." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1342803252.

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Rogers, James David. "How can global educational partnerships and community cohesion inform one another? : investigating two secondary schools." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17400.

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This thesis investigates the activities of two secondary schools in relation to their duty to promote community cohesion (intercultural understanding and cohesion within communities) and their engagement in global educational partnerships and international activities. In particular this study seeks to ascertain if there is a relationship between community cohesion and global educational partnerships –whether the activities and outcomes from one could inform the other in relation to intercultural understanding. There is little research on the relationship between these two initiatives. The rese
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Gross, Christine D. "Faces in the mirror: Exploring conflict styles of adults in school communities using the face -negotiation theory." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/705.

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This correlation study focused on the lack of understanding of the relationship between social self-image "face" and conflict styles among adult employees on school campuses. An individual's social self-image may involve concerns for the social representation of oneself, another individual, or a relationship. Limited research pertaining to the degree face concerns affect conflict styles within school communities is a problem for school administrators because conflict styles can influence conflict outcomes and impact workplace quality on school campuses. This study relied on Ting-Toomey's face-
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Scapens, Mennie (Mary-Ann). "Implementing the theory of multiple intelligences in the junior secondary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2284.

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First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice. The a
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Babu, Manoj. "Characteristics of Effective Leadership of Community College Presidents." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1461100084.

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Turner, Charity S. "The Role of Teacher Discourse Moves in Promoting Mathematical Reasoning." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374159995.

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Kazungu, John David. "Physical education policy and practice : Issues and controversies in Tanzania secondary schools." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-51229.

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Schools’ decisions to offer Physical Education (PE) is among the possible ways of involving students in physical activity, which has significant effects on students’ health, lifelong participation in physical activities and participation in sport. This thesis explores the factors and the ways they influence secondary schools’ decisions on whether or not to offer PE in Tanzania. The study is based on Institutional Theory, and on a social constructivist approach to knowledge generation, employing qualitative research methods, such as document analysis and interviews with different actors within
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Books on the topic "Secondary education|Educational theory"

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Managing information technology in secondary schools. Routledge, 1997.

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Mirshuk, Tat'yana. Accounting: theory and practice. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1018057.

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The textbook contains a brief summary of the theoretical foundations and methodological aspects of accounting, practical tasks for working in seminars, independent work of students and its control. Meets the requirements of the Federal state educational standards of secondary professional education of the latest generation. It is intended for students studying in the fields of "Economics and accounting (by industry)", "Operational activities in logistics", " Commerce (by industry)", "Finance".
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Maskaeva, Aleksandra. Fundamentals of Information Theory: a reference book. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072323.

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The textbook contains theoretical, practical and control and measuring materials. It can be used by teachers for conducting classes in the disciplines "Fundamentals of the Theory of Computer Science" and "Computer Science", as well as by students for preparing for test papers, for testing and control works in these disciplines. It is also suitable for students studying in an inclusive form using distance technologies.&#x0D; Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation.&#x0D; For students studying in the specialties
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Watkins, Chris. Improving school behaviour. Paul Chapman, 2000.

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PAVLOVA, Tamara. The basics of commodity food products. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1001646.

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This tutorial covers the basics of commodity food products, to detail the storage conditions of food products of various kinds, raskryvaetsja their classification, nutritive and useful properties of products.&#x0D; Meets the requirements of Federal state educational standards of secondary professional education of the last generation.&#x0D; Designed for students of institutions of secondary professional education.
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Sdvizhkov, Oleg, and Nikolay Macnev. Physics: a workshop in Excel. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1014621.

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In the workshop, the program codes of user-defined VBA Excel functions are presented; it is shown how these functions are used to solve typical problems of elementary physics on a computer. The textbook includes problems in kinematics, dynamics, statics, molecular kinetic theory, thermal phenomena and electrodynamics. &#x0D; Each chapter includes: brief information on physics; code for one or more user functions and their description; step-by-step solutions to typical problems using user functions, illustrated with drawings of dialog boxes, fragments of worksheets, etc., made using screenshots
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Epifanceva, Tat'yana, Marina Zagvokina, Ol'ga Zaharova, et al. Legal studies. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1212235.

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The textbook in an accessible form examines the basic concepts of the theory of state and law, the main provisions of the Constitution of the Russian Federation and the structure of the highest state authorities, the legal status of the individual in the Russian Federation, an overview of the judicial system and the system of law enforcement agencies of the Russian Federation. Special attention is paid to the basics of constitutional, civil, family, labor, land law, as well as the basic provisions of criminal and criminal procedure law.&#x0D; Meets the requirements of the federal state educati
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Kagan, Dona M. Laura and Jim and what they taught me about the gap between educational theory and practice. State University of New York Press, 1993.

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Ryzhikov, Sergey. Course work in professional educational institutions SPO. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967870.

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In the educational-methodical manual describes the technology of coursework, practical recommendations for their design and protection.&#x0D; Meets the requirements of Federal state educational standards of secondary professional education of the last generation. &#x0D; Aimed at students and teachers of professional educational organizations. Designed for institutions of secondary professional education, conducting training for UGS 38.02.00 "Economics and management": 38.02.01 specialties "Economics and accounting (on branches)", 38.02.02 "Insurance business (on branches)", 38.02.03 "Operating
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Gur'ev, Sergey. Physical education of children of preschool and younger school age. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1009496.

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Considered organizational and methodological questions on the physical education of children of preschool age and initial classes improving their motor skills on the basis of modern requirements. Described the forms and methods of organization of classes when teaching motor actions, regulation (metering) physical activity themselves training programs with detailed description of exercises. The proposed modern methods of physical education, monitor the physical condition of the children.&#x0D; Meets the requirements of Federal state educational standards of secondary professional education of t
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Book chapters on the topic "Secondary education|Educational theory"

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Deer, Frank. "Moral Landscape of Indigenous Knowledge in Learning, Initial Thoughts for Primary and Secondary Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-287-532-7_641-1.

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Brunzell, Tom. "Trauma-Aware Practice and Positive Education." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_8.

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AbstractIn this chapter, positive education is reframed using advances in understanding through trauma-informed perspectives for schools educating students impacted by trauma and systemic educational disadvantage. In order to de-silo trauma-informed teaching and positive education, trauma-aware perspectives are first introduced, including priorities for intervention arising from a systematic review of trauma-aware teacher practice models. Next, positive education is repositioned as a developmental step for teacher practice to fortify wellbeing strategies within the classroom. Then, recommendations are provided, giving guidance for how teachers can begin this practice within their own schools. The chapter concludes with recommendations to support teacher wellbeing in the face of secondary traumatic stress, vicarious effects of childhood trauma, and workplace burnout.
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Stenroos, Marko, and Jenni Helakorpi. "The Multiple Stories in Finnish Roma Schooling." In Social and Economic Vulnerability of Roma People. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_7.

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AbstractRegardless of the good reputation of the Finnish basic education system, Finnish Roma children fall behind the overall average in their performance of academic skills: Roma children face more challenges completing basic education and have more repeated school years. Furthermore, compared to the average, Roma youth apply less for upper secondary education and thus their general level of education remains low. However, looking at Roma education solely through problematic representations only provides a partial picture. In this article, based on two separate sets of fieldwork among Finnish Kaale Roma, we examine how teachers, Roma activists and mediators perceive the educational trajectories of Finnish Roma children and youth. The article seeks to scrutinize Finnish Roma schooling within the framework of the Finnish National Policy on Roma (NRIS). The analysis highlights the multiplicity of voices in the field, discusses the possibilities, and thus problematizes the single-aspect discourse on Roma education. Many countries in Central and Eastern Europe struggle with school and residential segregation, but Finnish Roma face different challenges.
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Kasimatis, Katerina, and Theodora Papageorgiou. "EDUCATION EXECUTIVES VIEWS ABOUT THE DEVELOPMENT OF AUTHENTIC LEARNING AND ASSESSMENT ENVIRONMENTS." In Advances in Education and Educational Trends Series. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead11.

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The aim of this study is to investigate how the concept of “authentic learning” and “authentic assessment” is formed in the discourse of education executives with previous teaching experience in primary and secondary education. Authentic learning is based on the theory of social constructivism, according to which the social nature of knowledge is emphasized and the learner builds knowledge by creating meaningful authentic activities. Authentic assessment is described as adynamic form of assessment which focuses on the skills developed by students during the learning process(Woolfolk, 2007). The design of learning environments is based on the nine features of authentic learning, constructivism and the theory of embedded learning (Herrington, 2006). In this study examples of authentic activities that support authentic learning environments in which a variety of authentic techniques are used and they are related to different subjects are presented. The sample of the study consisted of 114 adults participating in a training program as a qualification for their professional development during the year 2018-2019. Quantitative analysis of the data was conducted. The analysis of the data revealed that an authentic learning environment consists of experientiality, interdisciplinarity, team work, problem solving, self-assessment, peer-assessment, real-world relevance, which are characteristics of authentic learning and assessment. Moreover, the implementation of authentic learning activities can lead to the development of the cognitive, metacognitive, social and communicative skills of the 21st century.
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Bhattacharya, Alpana. "Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students." In Advances in Higher Education and Professional Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6445-5.ch008.

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Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.
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Cory-Watson, Damon. "Growing PEAS at the Duke Campus Farm." In Practice, Progress, and Proficiency in Sustainability. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch028.

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This chapter explains a study designed to create a guide to aid the Duke Campus Farm (DCF) in developing an educational program on sustainable agriculture. Currently, many such education programs exist, but they are very different in their content, tools and approaches. Qualitative analysis of 58 syllabi from 30 post-secondary educational institutions was used to understand frequent practices in the field of sustainable agriculture education (SAE). The analysis showed consistency for 14 content areas that appeared in 93% to 26% of all syllabi, 10 tools that appeared in 93% to 14% of all syllabi, and 10 approaches that appeared in 86% to 7% of all syllabi. A gap in SAE was also discovered in that most educators use only one of the four phases of Experiential Learning (EL) theory when implementing EL. This information was then used to create an education program for the DCF. Studies such as this seem useful in compiling and codifying new innovations in education about sustainable development.
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Lawrent, Godlove. "Educational Changes and Teacher Identity in Tanzania." In Advances in Electronic Government, Digital Divide, and Regional Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6471-4.ch001.

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This chapter highlights the extent to which the Tanzanian secondary education expansion policy shaped teacher identity and thereby affecting the country's industrial economy. The study approach was ‘qualitative', and social ‘cognitive theory' was adopted. The participants' lived experiences were gathered through interviews and document analysis. Findings revealed that the objectives stated in the policy were inconsistent with the actual enactment of strategies in relation to the improvement of teaching career. This has resulted in eroding teacher identity, particularly teacher efficacy. Teachers of this category would not (the author argues) help students to develop their capabilities of crucial to fully engage in industrial development. This chapter, therefore, supports a view that taking into account the social positioning of teachers when educational policies are developed and enacted would enhance their level of professional standards. These teachers may prepare competent school graduates, and hence be able to realise the set country's industrial development goals.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam &amp; Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Tang, Michael S., and Arunprakash T. Karunanithi. "A Media Interpretation of the Negative Impact of Cloud Technologies." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9924-3.ch024.

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This chapter presents a media studies interpretation of the impact of Cloud communication technologies on traditional academic achievement. According to social media critics following the “medium is the message” theory of Marshall McLuhan, the hidden “message” in the new Cloud communication education technologies conflicts with the old message of the printed textbook, the traditional medium of communication in education since the printing press in the 16th and 17th centuries. The chapter begins with a brief history of media technologies in education to gain understanding into the nature of this conflict and follows with a review of research and studies that document the conflict's cause and consequences with the conclusion that a major factor in the proliferation of any new media communication technology is its commercial value. Moreover, because new technologies in education are driven by commercial interests, its pedagogical value becomes secondary resulting in what social media and other critics view as the dumbing down of the American student. These social media critics contend that not only have American students been declining intellectually, computer technologies, including the Cloud Internet communication technologies are the direct cause of this decline, raising the question, “is education technology an oxymoron?” Given this analysis of media communication technologies' impact on education, the authors then offer a possible way out of the current situation by proposing a more human factors approach towards Cloud technologies based on constructivist educational and cognitive styles theory.
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Levesque, Annette, and Doug Reid. "Factors Influencing International Student Success in a K-12 Blended Learning Program." In Optimizing K-12 Education through Online and Blended Learning. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0507-5.ch005.

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This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.
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Conference papers on the topic "Secondary education|Educational theory"

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GORGHIU, Gabriel, Ana-Maria Aurelia PETRESCU, and Roxana Constanta ENACHE. "The Educational Marketing between Theory and Practice in the Context of Secondary Education Institutions." In 11th LUMEN International Scientific Conference Communicative Action & Transdisciplinarity in the Ethical Society, CATES 2018, 23-24 November 2018, Targoviste, Romania. LUMEN Publishing house, 2019. http://dx.doi.org/10.18662/lumproc.107.

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Kononenko, A. V., Y. S. Borisova, and V. V. Selezneva. "THEORY AND METHODS OF PHYSICAL EDUCATION." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/24.

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The article presents the results of a study to identify aspects of training various groups of the population to study the theory and methodology of physical education. The prepared study showed the nuances that should certainly be taken into account when conducting systematic physical exercise classes for preschool institutions, educational schools, secondary special and higher institutions, and medical institutions. The results obtained make it possible to speak about the importance of a deep and thorough study of the theory and methodology of physical education.
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A. K. Buitendag, Albertus, Frederik Gerhardus Hattingh, and Matt Hains. "Towards the Realization of the ICT Education Living Lab – The TechTeachers.co.za Success Story." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2157.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper presents the success story of the intuitive vision of an ICT high school educator in South Africa. The growth and evolution of a Community of Practice, towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices and lessons learned in the establis
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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides
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Küttim, Merle, Jelena Hartšenko, and Iivi Riivits-Arkonsuo. "Added value of post-secondary education in Estonia." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9437.

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Education is seen in the human capital literature as one of the determining factors for labour market outcomes (Blázquez et al., 2018), measured through multiple variables. The aim of the current study is to examine the change in the earnings of graduates from Estonian post-secondary education institutions. This is achieved by comparing graduates who had studied from 2013 to 2016 in four fields: engineering, information technology, economics and natural sciences. To assess the change in pre- and post-entry earnings difference-in-differences regression was used. The results indicate there are d
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Hadjerrouit, Said. "Using a Learner-Centered Approach to Teach ICT in Secondary Schools: An Exploratory Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3225.

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Despite the importance of ICT (Information and Communication Technology) as a school subject in secondary education, there is a lack of an integrated ICT pedagogy that is elucidated within a broad framework of educational practice. The focus is still on technicalities and reproduction of knowledge rather than conceptual understanding of ICT. To realize the potential inherent in ICT, there is a need for innovative ICT pedagogies in secondary education. The purpose of this work is to involve student teachers in applying and evaluating a learner-centered ICT teaching method in their teaching prac
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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of r
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.

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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategie
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Karásková, Natálie, Rafael Doležal, Nadezhda Maltsevskaya, and Karel Kolář. "DIDACTIC CAPACITY OF SELECTED CZECH AND RUSSIAN SECONDARY SCHOOL TEXTBOOKS OF ORGANIC CHEMISTRY AND THEIR MUTUAL COMPARISON." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.56.

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In the research, a quantitative method intending to evaluate didactic capacity of four textbooks of organic chemistry used at upper secondary schools has been applied. Focusing on the arrangement of verbal and non-verbal elements, two Czech textbooks of organic chemistry were compared with two adequate Russian textbooks. The textbooks were characterized by coefficients of subject presentation, education control, orientation, and the total didactic capacity. Based on chi-square statistics, significance of the results is discussed and critically interpreted. Keywords: didactic capacity, analysis
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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno, and Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongo
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Reports on the topic "Secondary education|Educational theory"

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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. I
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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar educati
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
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