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Journal articles on the topic 'Secondary education|Social studies education|Curriculum development'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Poudel, Krishna Prasad. "Space of Geography Content in Social Studies of School Education Curriculum in Nepal." Third Pole: Journal of Geography Education 17 (May 23, 2018): 1–20. http://dx.doi.org/10.3126/ttp.v17i0.19979.

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Social studies education (SSE) is placed among the major academic disciplinary subjects within the school curriculum even from the primary/basic to the secondary level. It is a compulsory subject in the Secondary Education Examination (SEE) as well as it was also in the School Leaving Certificate (SLC) Examination. Importance of the subject itself has no question, despite that the content inside the subject and the delivery of the subject to the student are the major concerns. By the principle, the SSE is the combination of knowledge, skill and values of the society. It is the composition of t

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Lawal, Moshood Babatunde. "Social Studies Teachers’ Readiness to Teach the Security Education Theme in the Reviewed Edition of Nigeria’s Basic Education Curriculum." American International Journal of Humanities, Arts and Social Sciences 2, no. 1 (2020): 18–28. http://dx.doi.org/10.46545/aijhass.v2i1.148.

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This study analysed Social Studies teachers’ readiness to teach Security Education. 720 practicing Social Studies teachers drawn from 72 Junior Secondary schools in the South Western Nigeria were administered with a structured questionnaire. The data collected were analysed using simple non-parametric statistics. Findings showed that the teachers have a significantly low knowledge and awareness of the components of the Theme-Security Education. However, the teachers’ readiness to acquire additional useful knowledge and skills required for handling Security Education alongside their area of spe

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Heck, Debbie. "The State of Environmental Education in the Australian School Curriculum." Australian Journal of Environmental Education 19 (2003): 115–24. http://dx.doi.org/10.1017/s081406260000152x.

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AbstractThe first review of environmental education in Australia was undertaken by Linke (1980) in 1973/4. The Curriculum Corporation on behalf of the Government Department of the Environment and Heritage undertook a second national review in 2002. The purpose of the review was to provide evidence for the development of future national initiatives in environmental education and as advice for environmental education practioners. Curriculum documents were reviewed to identify the existence of 147 indicators of environmental education within outcomes and objectives of curriculum documents in the

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Marshak, Lisa, Margo A. Mastropieri, and Thomas E. Scruggs. "Curriculum Enhancements in Inclusive Secondary Social Studies Classrooms." Exceptionality 19, no. 2 (2011): 61–74. http://dx.doi.org/10.1080/09362835.2011.562092.

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.

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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum.

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Xu, Chengwei, Xiaofeng Lv, and Zhongyi Li. "Research on the Optimization of Physical Education Curriculum in Chinese Elementary and Middle Schools from the Perspective of Healthy China." Lifelong Education 9, no. 6 (2020): 228. http://dx.doi.org/10.18282/le.v9i6.1348.

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at present, the physical education and health course in primary and secondary schools in China is faced with the dilemma of failing to strengthen the body and bring health and vitality to the students. Through the method of literature review and comparative analysis, this paper studies the physical education curriculum of primary and secondary schools in China, finds that there are some problems in the curriculum of primary and secondary school sports, and explores the social impact of these problems from multiple perspectives. From the perspective of “healthy China 2030”, this paper puts forw

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Angyagre, Simon Eten, and Albert Kojo Quainoo. "What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework." International Journal of Development Education and Global Learning 11, no. 2 (2019): 142–58. http://dx.doi.org/10.18546/ijdegl.11.2.02.

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A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the s

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Ifanti, Amalia A. "Policy and curriculum development in Greece. The case of secondary school curriculum." Pedagogy, Culture & Society 15, no. 1 (2007): 71–81. http://dx.doi.org/10.1080/14681360601162287.

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Barr, Hugh. "Designing and Developing a Constructivist National Social Studies Curriculum: An Example from New Zealand." Citizenship, Social and Economics Education 4, no. 1 (2000): 47–56. http://dx.doi.org/10.2304/csee.2000.4.1.47.

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This paper describes the design and development of an integrated national social studies curriculum for all New Zealand primary and secondary school students. The development process began in 1995 and the final version of the curriculum was issued to schools at the end of 1997. Design problems were both ideological and pedagogical. Those who favoured a traditional liberal education lobbied for a return to history and geography; post modernists advocated a reconstructionist curriculum which emphasised process rather than product. The design teams needed to satisfy both groups and design a curri

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Vilks, I. "Astronomy Education in Latvia - problems and development." International Astronomical Union Colloquium 162 (1998): 220–23. http://dx.doi.org/10.1017/s0252921100115131.

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School education in Latvia, as in many other countries, is divided into two stages: primary and secondary education. Primary education is compulsory. Every year 30 000 new school children start attending primary school. This is a potential audience that can study astronomy fundamentals. During first grade studies school children learn the basics of natural science which include some elements of astronomy. These lessons are given once a week. At this stage children's interest in the Universe is great; therefore the most active teachers use some out of curriculum activities to give the schoolchi

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Svalfors, Ulrika. "Education for Sustainable Development and Multidimensional Implementation. A Study of Implementations of Sustainable Development in Education with the Curriculum of Upper Secondary School in Sweden as an Example." Discourse and Communication for Sustainable Education 8, no. 2 (2017): 114–26. http://dx.doi.org/10.1515/dcse-2017-0020.

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AbstractThis article discusses different interpretations of sustainable development in education and if different interpretations of the concept are implemented in Curriculum, with the Swedish Curriculum of Upper Secondary School as an example. According to Agenda 21 sustainable development should be implemented in a multidimensional way. In 2011, a new school reform of upper secondary school was implemented in Sweden which further strengthened the position of sustainable development in school by inserting the term into more syllabuses. However, the multiple instances of the concept do not nec

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Taylor, Neil, Frances Quinn, Kathy Jenkins, et al. "Education for Sustainability in the Secondary Sector—A Review." Journal of Education for Sustainable Development 13, no. 1 (2019): 102–22. http://dx.doi.org/10.1177/0973408219846675.

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This article reviews Education for Sustainability (EfS) in the secondary sector across a range of countries. Drawing on journal articles, book chapters and official reports, it identifies some of the more successful approaches to implementing EfS within the secondary sector. The authors first discuss the importance of educating for sustainability at the secondary level and then explore barriers to effective EfS in secondary schools. They go on to share their insights into contextual factors that influence EfS practices which are reported in the case studies. In particular, they discuss the inf

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Krastins, Valdis, and Vairis Laudams. "DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (2010): 42–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.42.

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Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Norma

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Elijah Ojedokun, Olalekan. "Strategies for Mainstreaming Education for Sustainability into the Nigerian Social Studies Teacher Education Programme." Journal of Sustainable Development 9, no. 3 (2016): 182. http://dx.doi.org/10.5539/jsd.v9n3p182.

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This paper supports the advocacy for a sustainable future and discusses the strategies that could be adopted in order to make Social Studies, an integrated social science subject in the Nigerian school curricula which is saddled with the responsibility of promoting informed citizenry to educate for sustainability. Issues surrounding the prospect of using Social Studies to teach the rudiments of Education for Sustainability are discussed after having examined the strength, weakness, opportunities and strength of Social Studies, especially at the level of teacher education. The study concluded t

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

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Abstract The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical thinking. However, very few studies have focused on how chemical ways of thinking can be defined. To elaborate chemical ways of thinking, this paper draws on scientific perspectivism (Giere 2010; Wimsatt 2007; Thagard 2012). Scientific perspectivism states that, within each general domain, several broadly accepted theoretical models exist side by side. These general theoretical models, or theoretical perspectives, determine

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Zhukovskyi, Vasyl, and Olha Kostiuk. "Stages Of Gender Education In Canadian Secondary Schools." Comparative Professional Pedagogy 5, no. 2 (2015): 31–38. http://dx.doi.org/10.1515/rpp-2015-0037.

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AbstractThe article deals with the issue of educational preconditions of gender education formation and development in Canadian secondary schools. On the basis of conducted scientific and pedagogical literature analysis it has been determined that gender education has undergone three main stages and is currently developing during its fourth, modern period.The research is focused on different aspects of gender education in Canadian schools, namely the objectives, principles, methods, content and means. The transformation dynamics of the aforementioned gender education dimensions at each stage h

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Fien, John. "Towards School-level Curriculum Inquiry in Environmental Education." Australian Journal of Environmental Education 7 (January 1991): 17–29. http://dx.doi.org/10.1017/s081406260000183x.

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This paper is an outgrowth of my work for the Bicentennial Australian Studies Schools Project (BASSP) for which I wrote the booklet, Education for the Australian Environment (Fien 1988). This was one of ten booklets on Australian Studies distributed to every primary and secondary school in Australia early in 1988. The purpose of Education for the Australian Environment was to provide guidelines for injecting an Australian Studies perspective into environmental education. In the final chapter of the first draft of the booklet I sought to provide a framework for the development of an environment

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Dwi Atmono, Muhammad Rahmattullah, and Sri Setiti. "The Development Of Social Studies Learning And Assessment Materials Based On Local Potential For Secondary School." EDUTEC : Journal of Education And Technology 3, no. 1 (2019): 20–30. http://dx.doi.org/10.29062/edu.v3i1.3.

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This research aimed to analyze student needs in social studies classroom in purpose to design learning model using local potential in Banjarmasin area. This research used qualitative approach. Data collected through literature analysis, observation, and interviews through focus group discussion and focused on 7th grade materials. Data analyzed with qualitative method. The result showed that those are seven basic competences on 7th grade that can be developed for social studies learning with the using of local potential. Learning process can be applied through direct and indirect methods, inter

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Georgii-Hemming, Eva, and Maria Westvall. "Music education – a personal matter? Examining the current discourses of music education in Sweden." British Journal of Music Education 27, no. 1 (2010): 21–33. http://dx.doi.org/10.1017/s0265051709990179.

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The embedding of informal practices in music education in school relates to significant issues concerning students' engagement, participation, inclusion and the role of the teacher. This article addresses these issues by presenting and discussing current music education in compulsory comprehensive schooling in Sweden. It does so by drawing upon music pedagogical research, music education studies conducted during the last 10 years and national evaluations. Examples of practice from upper secondary schools are also used to clarify and illustrate the issues under consideration. It has been said t

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Ling, Loh Su, Vincent Pang, and Denis Lajium. "THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)." Journal of Nusantara Studies (JONUS) 4, no. 1 (2019): 300. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315.

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Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems. Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subjec

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van Harskamp, Michiel, Marie-Christine P. J. Knippels, and Wouter R. van Joolingen. "Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands." Sustainability 13, no. 14 (2021): 7963. http://dx.doi.org/10.3390/su13147963.

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Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability a

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De Lira e Silva, Taciana. "Critical Cosmopolitan Citizenship Education and the Ontario Curriculum." Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings 2, no. 1 (2019): 77–96. http://dx.doi.org/10.18192/jpds-sjpd.v2i1.2723.

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Critical cosmopolitan citizenship education is a transformational approach to education that empowers students to become global citizens through active involvement in the local, national and global communities while seeking to build a better world. This study’s objective was to inquire about how Ontario’s official curriculum guides educators to prepare secondary students (Canadian born and those new to Canada) to become effective citizens of the 21st century. A critical discourse analysis was conducted to investigate the Ontario Ministry of Education’s (OME) approach to citizenship education w

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Vicino, Gonzalo. "The Teaching of Astronomy and Social and Economic Development." International Astronomical Union Colloquium 105 (1990): 403–5. http://dx.doi.org/10.1017/s025292110008739x.

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Sometimes we may ask ourselves how can astronomy, a science with apparently few points of contact with technology or industrial production, help the economic development of people?My paper is an account of an experiment undertaken in Uruguay on the teaching of astronomy in secondary schools. We seek to show how astronomy may contribute to the development of nations that, like Uruguay, need to create their own technologies to overcome their economic backwardness.Though the introduction of astronomy in the secondary education curriculum in Uruguay dates back to 1889, in 1986 the Educational Supe

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Buchta, Krystyna. "The Course and Didactic Results of Master's Studies in Physical Education." Polish Journal of Sport and Tourism 18, no. 1 (2011): 69–74. http://dx.doi.org/10.2478/v10197-011-0006-6.

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The Course and Didactic Results of Master's Studies in Physical EducationIntroduction. The aim of the study was to analyse the effect of Physical Education (PE) studies at the Faculty of Physical Education and Sport (FPE&S) of the University of Physical Education (UPE) in Warsaw. Material and methods. The study was carried out among the students and graduates of two unified education cycles by means of the documents analysis and the diagnostic poll method with the use of a posted questionnaire. The analysis encompassed the level of preparation for undertaking the studies, academic merits,

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Beisenbayeva, Lyazzat, and Yücel Gelişli. "Comparison of social studies, Turkish Republic Revolution History and Kemalism, History of Kazakhstan and World History curricula in the secondary education in Turkey and the Republic of Kazakhstan." International Journal of Human Sciences 13, no. 1 (2016): 532. http://dx.doi.org/10.14687/ijhs.v13i1.3571.

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The aim of this study is to make a comparison between history topics in Social Sciences course, Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and History of Kazakhstan and World History courses in secondary schools in Kazakhstan. This study that has adopted qualitative research methods is a comparative educational research. Data has been collected through data analysis method. In the study, the curriculum of Social Sciences course and Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and the curriculum of

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Aizawa, Shinichi. "National vigor and international silence: The background and development of Japanese sociology of education." International Sociology 36, no. 2 (2021): 206–18. http://dx.doi.org/10.1177/02685809211005352.

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This article addresses topics related to Japanese sociology of education over the past three decades. The main academic interests of Japanese sociology of education have been educational choice and socialization in secondary education, topics also discussed in Durkheim’s masterwork, L’Évolution pédagogique en France. The interests of Japanese researchers in the sociology of education were aroused because of drastic changes in the youth labor market in the mid-1990s and national curriculum reforms influenced by international educational evaluation, such as the Programme for International Studen

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Areo, Samuel Olusola, O. O. Oyewale, and O. R. Oyewumi. "Youth Participation in Forestry Education in Nigeria." International Journal of Current Aspects 3, no. IV (2019): 150–56. http://dx.doi.org/10.35942/ijcab.v3iiv.53.

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The concept of forestry education cuts across all its facets that is, the professional, technical and vocational. In view of continuous technological changes, forestry education must not be static. It must be versatile in order to be able to meet evolving contemporary challenges. This can be attested to by the great transformation in curriculum development between 1963 and 1986. Though there are presently 20 Universities in Nigeria offering forestry and allied courses, this has not actually impacted on students’ enrolment. This scenario poses enormous challenges to forestry education. Therefor

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Lalramnghinglova, H., Anil Pratap Singh, and P. C. Lalrintluanga. "Critical analysis on inclusion of environmental studies in the elementary, secondary and senior secondary schools in Mizoram, India." Science Vision 1, no. 1 (2019): 1–5. http://dx.doi.org/10.33493/scivis.19.01.01.

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Education is a process of development which includes three major activities, namely teaching, training and instruction. Environmental education is a process to promote the awareness and understanding of the environment, its relationship with man and his activities. It is also aimed at developing responsible actions necessary for preservation, conservation and improvement of the environment and its components. It has been introduced as a regular course in formal school education system in India following the directive of the Supreme Court of India. The present study aims at critically analyzing

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Bråten, Oddrun M. H., and Geir Skeie. "‘Deep Learning’ in Studies of Religion and Worldviews in Norwegian Schools? The Implications of the National Curriculum Renewal in 2020." Religions 11, no. 11 (2020): 579. http://dx.doi.org/10.3390/rel11110579.

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From 2020, the National Curriculum in Norway has been totally renewed for primary, secondary, and upper secondary education. This includes the introduction of such new concepts as ‘deep learning’ and ‘core elements’ in school education. In this article, we unpack the significance of the reform for studies in religion and worldviews in Norwegian schools. We explore continuities and changes by looking at general educational trends and debates and how they become significant, specifically for the study of religion and worldviews in schools. While the changes may stem from international trends, th

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Dzvimbo, Munyaradzi A. "The Dynamics of Education on the Development of an Intellectual Citizenry in Africa." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 3 (2019): 1–9. http://dx.doi.org/10.33258/birle.v2i3.347.

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This article explores the importance of education and schooling precisely, as the catalyst for the development and transformation of citizens within, the African context. Historically, intellectual and citizenship education has always been seen as a western concept within the African continent. Hence, this exacerbated the myopic view that intellectual education is new as its approach in schools is often western oriented. Drawing from post-colonial theory, this study opines that though education and learning in particular have played a pivotal role in the enhancement and transformation of citiz

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

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

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Serrano Rodríguez, Rocío, Elisa Pérez Gracia, Jose Oteros, and Antonio J. Carpio. "To what extent do preservice teachers feel ready to teach? A case study in the Master’s Degree in Teaching in Secondary Education." Aula Abierta 50, no. 1 (2021): 535–44. http://dx.doi.org/10.17811/rifie.50.1.2021.535-544.

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Teacher-training programs around the world, and especially in Europe do not specify in detail the capacities that future professionals should acquire, so it brings about a great discussion among educators, researchers and teachers. The main objective of this study is to collect the impressions of future Secondary Education teachers as regards the competences attained during their studies. The self-evaluation of 353 students was carried out using a Likert-scale questionnaire made up by 13 variables gathered into three dimensions namely social competence, academic competence and personal compete

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Chan, Karly O. W., Maggie K. W. Ng, Joseph C. H. So, and Victor C. W. Chan. "Evaluation of generic competencies among secondary school leavers from the new academic structure for senior secondary education in Hong Kong." Public Administration and Policy 24, no. 2 (2021): 182–94. http://dx.doi.org/10.1108/pap-07-2020-0033.

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PurposeA new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approachSelf-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by t

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Sánchez-Compaña, M. ª. Teresa, Cristina Sánchez-Cruzado, and Carmen Rosa García-Ruiz. "An Interdisciplinary Scientific and Mathematic Education, Addressing Relevant Social Problems Such as Sexist Hate Speech." Information 11, no. 12 (2020): 543. http://dx.doi.org/10.3390/info11120543.

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The intention of this article is to share research taken from the initial training of secondary education pre-service teachers, in which college professors from mathematics and social sciences education participate. There are numerous studies regarding curriculum integration. However, there is insufficient research that offers insight into how different forms of disciplinary thought may come together in the design and development in practice for an educational purpose. The research professors carried out a qualitative investigation, working with two pre-service teacher groups from the fields o

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Panagiotakopoulos, Antonios. "Exploring stress management training provision for students in the context of post-secondary education: evidence from Greece." On the Horizon 22, no. 2 (2014): 161–69. http://dx.doi.org/10.1108/oth-11-2013-0046.

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Purpose – The aim of this paper is to investigate the extent to which post-secondary educational institutions in Greece have incorporated into their curriculum modules related to occupational stress management in order to equip graduates with the required knowledge to cope with the stress caused by the precarious and intensified nature of contemporary jobs. Design/methodology/approach – In the present study, extensive secondary data analysis was undertaken, which was complemented by an empirical quantitative survey. Regarding the secondary data analysis, an in-depth examination of all the avai

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Sengai, Walter, and Matseliso L. Mokhele. "Teachers’ perceptions on development and implementation of History 2167 syllabus in Zimbabwe." Cypriot Journal of Educational Sciences 16, no. 3 (2021): 916–27. http://dx.doi.org/10.18844/cjes.v16i3.5763.

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The purpose of this study is to examine the perceptions of teachers on the development and implementation process of the History 2167 syllabus reform in Zimbabwe. Successful implementation of syllabus reforms depends on teachers’ ownership and knowledge about the reform ideas. Teachers are the closest individuals to the circumstances of the decisions made and their role as implementers gives them a significant influence on curriculum decisions. However, studies on syllabus development and implementation have often explored these processes using the input from other stakeholders while overlooki

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Witschge, Jacqueline, and Herman G. van de Werfhorst. "Curricular tracking and civic and political engagement: Comparing adolescents and young adults across education systems." Acta Sociologica 63, no. 3 (2019): 284–302. http://dx.doi.org/10.1177/0001699318818650.

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Country-case studies examining the relation between curricular tracking (ability sorting) in secondary education and civic and political engagement (CPE) have led to mixed findings. This calls for a comparative approach. Thus far, as a result of the available data, comparative studies examining the effect of curricular tracking on civic engagement have been cross-sectional in nature. In this paper, we introduce a longitudinal approach by drawing from two cross-sectional surveys with identical CPE measures for the same birth cohort before and after tracking (CIVED 1999, ISSP 2004 and EVS 2008).

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Liu, Yu-Fei. "Social Justice and Equity in the Japanese Education System." Excellence in Higher Education 8 (January 17, 2019): 34–57. http://dx.doi.org/10.5195/ehe.2018.167.

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The purpose of this study was to investigate how Japanese educational institutions realize social justice and enhance Japanese students’ capacity for individual self-development in the education system, particularly in upper secondary education. This study involved historical investigation based on analyzing documents, field studies, and in-depth interviews. However, due to the particular social and cultural context of Japan, the preliminary analysis conducted in this study indicated that, despite equal opportunity in education often being emphasized and discussed, social justice is rarely inv

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Ahn, Mi Young. "Current Status and Prospects of ‘Literature’ Education as a Liberal Arts Curriculum of Universities." Korean Association of General Education 15, no. 4 (2021): 55–69. http://dx.doi.org/10.46392/kjge.2021.15.4.55.

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This article seeks ways in which to educate literature as part of the liberal arts curriculum for universities. In response to changes in the university's curriculum and system, this article examined the current status of liberal arts “literature” courses, Also, this article explored the methods used in the teaching of literature courses as basic studies. Literary works have been used as useful teaching materials in early writing education, and classical texts have achieved their goals by utilizing proven literary works. In cultural education, literary works are also used as a primary source a

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Zavatska, Nataliya, Olena Smyrnova, Liliia Taldonova, Oksana Balybina, Valery Zaporozhska, and Anna Miroshnichenko. "Problems of managing interactions of general education institutions with higher education institutions." Теоретичні і прикладні проблеми психології, no. 3(50)T2 (2019): 55–64. http://dx.doi.org/10.33216/2219-2654-2019-50-3-2-55-64.

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The article is dedicated to solving the complex problem of managing interaction between secondary and higher education institutions. The scientific approaches to studying the problem of interaction between secondary and higher education institutions in domestic and foreign studies are analyzed, the essential characteristics of the interaction management of secondary and higher educational institutions are determined, the criteria, indicators and the levels of effectiveness of interaction management of general education are determined. Studying the theoretical foundations of management of educa

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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (2021): 126. http://dx.doi.org/10.3390/educsci11030126.

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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching

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Kurmangaliyev, A. "ISSUES OF ICT INTEGRATION IN RURAL SECONDARY SCHOOLS OF KAZAKHSTAN." Scientific Journal of Astana IT University, no. 5 (July 27, 2021): 84–93. http://dx.doi.org/10.37943/aitu.2021.45.41.008.

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The problem with attaining education equality for various categories of the population has been one of the priority topics of social and political studies. Kazakhstan has recently stated the aim to ensure equal access for all participants in the educational process to the best resources and technologies. However, half of all state schools are in rural areas and supporting them is often inadequate in comparison to urban schools. These schools have minimal infrastructure, for example, a lack of proper Internet access and professional development opportunities for teachers. The barriers to inform

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Thambu, Nadarajan, Mohamad Khairi Haji Othman, and Noor Banu Mahadir Naidu. "USING FORUM THEATRE TO DEVELOP VARIOUS LEVELS OF THINKING SKILLS AMONG MORAL EDUCATION STUDENTS IN SECONDARY SCHOOL." Malaysian Journal of Learning and Instruction 17, Number 2 (2020): 167–94. http://dx.doi.org/10.32890/mjli2020.17.2.6.

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Purpose –The power of forum theatre in education and various other fields is well known by educators. However, the use of forum theatre in Malaysia, particularly in the field of moral education, is still limited. At the same time, the development of thinking skills is one of the aims of the Malaysian moral education curriculum. Therefore, this study examined the use of forum theatre as a pedagogical tool in developing various levels of thinking skills among moral education students. Method –The study adopted a qualitative research design and was underpinned by Bloom’s revised taxonomy as the t

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Johnson, Lauri, and Yoon Pak. "Leadership for Democracy in Challenging Times: Historical Case Studies in the United States and Canada." Educational Administration Quarterly 54, no. 3 (2018): 439–69. http://dx.doi.org/10.1177/0013161x18761345.

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Purpose: This article focuses on the role of school and district leadership in the development and implementation of reform aimed at increasing racial and religious tolerance. It chronicles the rise of intercultural and democratic citizenship curriculum in three North American sites—Springfield, Massachusetts, Kirkland Lake, Ontario, and San Diego, California—during the 1940s. Research Method: Parallel historical case studies were conducted using traditional historical research methods through the analysis of archival documents, school district memos, school board minutes, and contextualizatio

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Jackson, Liz, Ming Fai Pang, Emma Brown, Sean Cain, Caroline Dingle, and Timothy Bonebrake. "Environmental attitudes and behaviors among secondary students in Hong Kong." International Journal of Comparative Education and Development 18, no. 2 (2016): 70–80. http://dx.doi.org/10.1108/ijced-10-2015-0004.

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Purpose – Although researchers have identified correlations between specific attitudes and particular behaviors in the pro-environmental domain, the general relationship between young people’s development of environmental knowledge, attitudes, and behaviors is not well understood. Past research indicates that geographic context can play a role, while social factors such as age and gender can have a more significant impact on predicting attitudes and behaviors than formal education. Few studies have systematically examined the relationships between education and environmental attitudes and beha

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Tzima, Stavroula, Georgios Styliaras, and Athanasios Bassounas. "Augmented Reality Applications in Education: Teachers Point of View." Education Sciences 9, no. 2 (2019): 99. http://dx.doi.org/10.3390/educsci9020099.

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A common conclusion of several studies is that augmented reality (AR) applications can enhance the learning process, learning motivation and effectiveness. Despite the positive results, more research is necessary. The current work aims to study the degree of diffusion of AR technology and teachers’ opinion about the need for continuous training, the process of creating 3D models, and the feasibility of AR applications development by teachers and students in school settings. Teachers are the common element in every different educational system and play a key role in the integration and acceptan

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Kočvarová, Ilona. "Population Reduction, Unification of Curriculum and Diversification of Financial Support of Secondary Education in the Czech Republic: The Situation in the Years 2006 – 2016." Acta Technologica Dubnicae 7, no. 1 (2017): 27–42. http://dx.doi.org/10.1515/atd-2017-0002.

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Abstract Introduction: The article focuses on the situation in the area of secondary education in the Czech Republic. Its aim is to reflect three topics: population reduction, unification of curriculum and diversification of financial support of secondary education in the Czech Republic in 2006 - 2016.Methods: The results are underlined by available data from the national statistics. The data are collected annually and are accessible on the website of the Ministry of Education, Youth and Sports. They contain the entire population of secondary schools, teachers and pupils. Analysis was provided

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Anselme, Marina L., and Catriona Hands. "Access to Secondary and Tertiary Education for All Refugees: Steps and Challenges to Overcome." Refuge: Canada's Journal on Refugees 27, no. 2 (2012): 89–96. http://dx.doi.org/10.25071/1920-7336.34725.

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During situations of displacement, access for refugee youth to secondary educational initiatives is limited at best. However, upon the return of refugees, the national structure of their home country is most often weak and unstable. To ensure the economic, social, and political development of a society that has been severely affected by conflict or disaster, it is imperative that there be a youth population of capable, productive, and educated citizens who may provide an exit strategy from the situation. Future leaders must therefore be given the opportunity to promote the development both of

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Salah Hanafy Mahmoud, Khaled. "The Development of the Egyptian Technical Secondary Education Considering Some Contemporary Global Trends: An Analytical Study." European Journal of Social Science Education and Research 5, no. 3 (2018): 23–31. http://dx.doi.org/10.2478/ejser-2018-0054.

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Abstract Technical education is the base for all development efforts in society. It plays an important role in pushing up the development wheel and in achieving its maximum rates. Whatever the development plans quality, they couldn't achieve their goals and targeted rates without the availability of scientifically and technically qualified human cadre in all work and production fields. Studies clarified that Egyptian technical secondary education suffers from many problems as the weak of its programs leading to negative effects on the proficiency of their students and their outcomes, their inc

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Neel, Michael Alan, and Amy Palmeri. "Meeting the demands of the C3 framework in elementary social studies methods." Social Studies Research and Practice 12, no. 3 (2017): 358–71. http://dx.doi.org/10.1108/ssrp-08-2017-0047.

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Purpose In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning, reading, and writing in social studies than has historically been documented in American elementary schools. The purpose of this paper is to explain the challenges that elementary social studies teacher educators face in preparing elementary school teachers to facilitate the kind of ambitious social studies envisioned in the NCSS’s C3 Framework and advocate an approach to successfully address these challenges. Design/methodo

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