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Relevant bibliographies by topics / Shenzhen Experimental School. Education Education, Secondary

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Academic literature on the topic 'Shenzhen Experimental School. Education Education, Secondary'

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Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Shenzhen Experimental School. Education Education, Secondary"

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Lu, Huanhuan, Yanxia Jiang, and Hualin Bi. "MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT." Journal of Baltic Science Education 19, no. 6 (December 5, 2020): 972–88. http://dx.doi.org/10.33225/jbse/20.19.972.

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Besides improving students' understanding of scientific concepts, chemistry teaching should also improve students' ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students’ proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student's ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. Keywords: galvanic cells, modeling teaching, problem solving, proficiency level

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Grimminger-Seidensticker, Elke, and Aiko Möhwald. "Intercultural education in physical education: results of a quasi-experimental intervention study with secondary school students." Physical Education and Sport Pedagogy 22, no. 5 (August 31, 2016): 445–58. http://dx.doi.org/10.1080/17408989.2016.1225030.

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Ganimian, Alejandro J. "Growth-Mindset Interventions at Scale: Experimental Evidence From Argentina." Educational Evaluation and Policy Analysis 42, no. 3 (July 20, 2020): 417–38. http://dx.doi.org/10.3102/0162373720938041.

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This is one of the first evaluations of a “growth-mindset” intervention at scale in a developing country. I randomly assigned 202 public secondary schools in Salta, Argentina, to a treatment group in which Grade 12 students were asked to read about the malleability of intelligence, write a letter to a classmate, and post their letters in their classroom, or to a control group. The intervention was implemented as intended. Yet, I find no evidence that it affected students’ propensity to find tasks less intimidating, school climate, school performance, achievement, or post-secondary plans. I rule out small effects and find little evidence of heterogeneity. This study suggests that the intervention may be more challenging to replicate and scale than anticipated.

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Ahmad, Samah Zakareya. "Impact of Cornell Notes vs. REAP on EFL Secondary School Students’ Critical Reading Skills." International Education Studies 12, no. 10 (September 29, 2019): 60. http://dx.doi.org/10.5539/ies.v12n10p60.

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This study compared the effect of two notetaking strategies (Cornell Notes vs. REAP) on EFL secondary school students’ critical reading skills. The Alternative Treatment Design with Pretest was used where three intact classes of first-year EFL secondary school students were randomly assigned as a control group and two experimental groups. All participants were administered to a critical reading skills test both before and after the treatment. For 12 weeks, participants in the control group received their regular instruction while those in the first experimental group used Cornell Notes and those in the second experimental group used REAP. Using one-way analysis of variance did not reveal any significant differences among the means of scores of the three groups on the pretest of critical reading skills (f=0.36, p>0.05). However, the one-way analysis of variance indicated that significant differences existed among the means of scores of the three groups on the posttest of critical reading skills (f=14.45, p

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Šafhalter, Andrej, Srečko Glodež, Boris Aberšek, and Karin Bakračevič Vukman. "DEVELOPING SPATIAL ABILITY USING 3D MODELING IN LOWER SECONDARY SCHOOL." Problems of Education in the 21st Century 61, no. 1 (October 5, 2014): 113–20. http://dx.doi.org/10.33225/pec/14.61.113.

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In recent years 3D modeling has been increasingly utilized during product design in lower secondary schools as well. Its greatest advantage over classical technical drawing and 2D drawing software lies in the fact students are able to observe the object they are designing from all the viewpoints of a virtual three-dimensional space. Since thinking and visualization in the process of object design also appear in three dimensions, the mental manipulation and guesswork required from students in order to add another dimension to an object pictured on a level plane are no longer necessary. Additionally, 3D modeling has a range of contributions to the cognitive development of children, which was also the subject of this research. The central question raised was whether students are able to improve their spatial ability by using modeling tools. The research included 196 students aged between 11– 15 years, of which 95 were placed in the experimental group and 101 in the control group. Spatial ability was measured using pre-test and post-test. Key words: 3D modeling, cognitive development, spatial ability, visualization.

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Rybalko, Lina. "PHYSICAL-EDUCATION AND RECREATIONAL MODEL OF HEALTH-PRESERVING TECHNOLOGIES IN COMPREHENSIVE SECONDARY EDUCATION INSTITUTIONS." Sport Science and Human Health 5, no. 1 (2021): 84–103. http://dx.doi.org/10.28925/2664-2069.2021.17.

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Introduction.The article raises the issue of the use of health technologies in general secondary education. Emphasis is place on the fitness model of health technologies. Aim is to reveal the features of the physical culture and health model of health technologies and the results of experimental testing of the use of such a model in general secondary education. Material and methods.The following methods of research were used in scientific work: theoretical (analysis and generalization of scientific literature on the research problem) and empirical (observation, questionnaire, pedagogical research). Results.The results of the study prove that the level of physical activity of school children is mostly due to the organization of physical education at school and their involvement in various forms of physical activity in extracurricul aractivities, given that physical education lessons two or three times a week donot provide the necessary physical mode. Deficiency of motor activity is satisfied only by 20-30%. Indicators of physical activity for schoolchildren should be 10-15 hours per week, which are recommended by the WHO. This is what should be taken into account when planning and conducting physical education lessons and the organization of physical culture and health activities in generals econdary education. Conclusions. The monitoring of physical development of students in grades 4-8, inparticular the physical fitness of girls in experimental educational institutions, where a physical culture and health model of health technologies has been introduced, showed a significant advantage (compared to other educational institutions) in most indicators, especially functional readiness. Extracurricular sports activities and four physical education lessons per week were used to some extent. The boys have less pronounced indicators of significant changes, perhaps it should be noted only the 8th grade and 4th grade. This indicator, obviously, can be explained by the leveling of additional extracurricul aractivities for boys that they are more active in physical activity outside of school (sports, indoor soccer, etc.).

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Lu, Ying-Yan, Huann-shyang Lin, Thomas J. Smith, Zuway-R. Hong, and Wen-Yi Hsu. "THE EFFECTS OF CRITIQUE-DRIVEN INQUIRY INTERVENTION ON STUDENTS’ CRITICAL THINKING AND SCIENTIFIC INQUIRY COMPETENCY." Journal of Baltic Science Education 19, no. 6 (December 5, 2020): 954–71. http://dx.doi.org/10.33225/jbse/20.19.954.

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The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students’ critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students’ critical thinking and scientific inquiry competency. Keywords: critical thinking, critique-driven inquiry (CDI), primary and secondary school students, scientific inquiry competency, Taiwan

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Dallabrida, Norberto. "The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s." Espacio, Tiempo y Educación 7, no. 1 (January 4, 2020): 133–46. http://dx.doi.org/10.14516/ete.263.

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The aim of this paper is to understand the normative prescription and experimental secondary school implantations in Brazil in the late 1950s, and the developments in the decade that followed. Thus, attempts to shed light on the political and educational conditions that enabled the Ministry of Education and Culture to bring in legislation that allowed the implementation of the so-called experimental secondary-school classes. This paper also focuses on the pedagogical practices in these experimental classes, taking into account that most of them were appropriated from French pedagogical models – the classes nouvelles in public schools and personalized and communitarian pedagogy in Catholic schools. It uses the circulation and appropriation concepts, understood from the perspective of the historian Roger Chartier, who considers that cultural goods circulate and are used in different ways, so that the reception is held with creativity through resistance, resignification and arrangements. This historiographical perspective is adopted in the educational field to acquire the pedagogical circulation and appropriation model operations. This documental corpus of this historical investigation is made up of written documents from French educational institutions – the Centre International d`Études Pédagogiques, located in Sèvres, and the Centre d`Études Pédagogiques de Paris – and the archives of university institutions and Brazilian school collections. This paper analyses the Ministry of Education’s legislation on the experimental classes (1958) and the uses of French pedagogical models in the public system and Catholic schools.

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Kurbanoğlu, Namudar İzzet, and Fatma Koç Nefes. "EFFECT OF CONTEXT-BASED QUESTIONS ON SECONDARY SCHOOL STUDENTS’ TEST ANXIETY AND SCIENCE ATTITUDE." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 216–26. http://dx.doi.org/10.33225/jbse/15.14.216.

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The context-based questions have promise and potential to reduce the test anxiety of students and improve their attitudes towards science. The purpose of this research was to investigate the effect of context-based questions on test anxiety and science attitude of students. The research design employed was a quasi-experimental equivalent control group with a pre-test and post-test design. Samples were 70 secondary school students, selected from the 185 seventh grade students at a public school in Turkey. Test Anxiety and Science Attitude Scales were used to measure their test anxiety and attitude towards science, respectively. The results of the data analysis indicated that the context-based questions significantly reduced the test anxiety of the students in the experimental group and improved their attitudes towards science. In contrast, the conventional questions increased the test anxiety of the control group students, but no significant effect in science attitude was found among them. Further, the results showed that there was a relationship between the pre- and post-test scores of the test anxiety and science attitude of both the experimental and control groups. Key words: attitudes, context-based questions, conventional questions, secondary school students, test anxiety.

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Martin, Jarwin. "Analysis of Short-Term Study Abroad in Japanese Secondary Education." Journal of Worldwide Education 13.1 13, no. 1 (September 30, 2020): 3–17. http://dx.doi.org/10.37546/jaltsig.sa.jowe13.1-1.

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Research by Segalowitz and Freed (2004) focuses on study abroad outcomes such as proficiency gains and improvement in pragmatic skills, however, this has been conducted in higher education and there are only a few studies available directed towards study abroad outcomes in secondary education (Leis, 2015). This quantitative study aims to examine the effects of a short-term study abroad program (SA) on a group of Japanese high school students. It will use three motivation variables: attitudes to learning English, international posture, and second language (L2) anxiety. Additionally, this study employs adapted pre and post surveys conducted with a sample of fourteen high school students who participated in a seven-day study abroad program to Taiwan, these were compared with a control group of nineteen peers enrolled in a similar course. The paired sample t-tests showed no statistically significance differences for the international posture’s experimental condition and control condition and no significant changes were observed in the anxiety experimental condition and control condition.

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Dissertations / Theses on the topic "Shenzhen Experimental School. Education Education, Secondary"

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Chan, Ying-kit, and 陳應杰. "The emergence of the Shenzhen Experimental School as an elite school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957043.

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鄭自良 and Chi-leung Cheng. "Junior secondary school science education in the Shenzhen special economic zone." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956312.

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Bicknell, Maria Gutierrez. "Effects of a school-wide reading literacy plan on reading skills| A retrospective, quasi-experimental study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707413.

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Students’ low academic performance in high-poverty schools has been a prevalent problem in the United States. Educational leaders have curricular options for underperforming students to make academic gains, particularly in Title I schools. Student performance accountability is part of the Elementary and Secondary Education Act (ESEA) of 1965, which was reauthorized as No Child Left Behind Act of 2001 (NCLB). NCLB mandates stipulate students attain academic proficiency. The purpose of the current quantitative, retrospective, quasi-experimental, static group comparison study was to determine if an increase occurred in reading achievement of 10^th grade students with implementation of a school-wide, interdisciplinary reading literacy plan intended to increase student performance on the state’s high-stakes examination. This study used multi-year, successive 10^th grade cohorts from an urban, public Title I high school in Arizona. Academic achievement data were archived and retrospective from Arizona’s high-stakes, criterion-based examination scores. A two-sample, one-tailed t-test was conducted to find differences in mean value, standard deviation, and variance between two cohorts. Statistical analyses revealed a significant statistical difference on the reading portion of the state’s high-stakes examination scores between cohorts, revealing the control group outperformed the treatment group, thus challenging existing results from successful school-wide literacy plans in public Title I schools. Results indicated implementation of a school-wide, interdisciplinary reading literacy plan does not increase achievement for students on the reading portion of the state’s high-stakes examination at a Title I urban high school in Arizona.

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Meehan, Terry. "A Quantitative Quasi-Experimental Study of an Online High School Mathematics Remediation Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2612.

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The local problem that drove this study is that a high school in an upper middle class suburban city in Pennsylvania wants to improve its student scores on its end-of-course Algebra 1 Keystone Exam. The purpose of this study was to conduct a quantitative, quasi-experimental assessment of an online high school mathematics remediation program to determine if the remediation program was successful in its endeavor to remediate students. This research study, informed by the self-efficacy and the behaviorist learning theories, attempted to determine whether students who (a) scored below proficient on the May algebra exam and were placed in the Math Lab course improved statistically significantly compared with the students who (b) scored below proficient on the May algebra exam and who retook the exam in January but were not placed in the Math Lab course. Using a convenience sample, an independent samples t test was performed on the difference scores (original Keystone Exam and retest) of 408 students. The study determined that the online remediation program did not increase student scores for the students at the Pennsylvania high school compared with students who were not in the remediation program. The second literature review and white paper provide six research-based recommendations for the SEPSD to improve the Math Lab course. The recommendations include eliminating the course, purchasing a different remediation program, or modify elements of the current program. The students in the SEPHS would benefit from the research with a better remediation program. The research based suggestions, once implemented, should lead to the improvement of mathematics achievement.

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Ferreira, Vesga Laura E. "High School Content-Area Teachers’ Responses to an Exploratory, Investigative, and Experimental Professional Development Program for Content Area Literacy." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2635.

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Adolescent literacy rates for students who struggle, particularly those with disabilities are alarming, especially in light of increased educational standards. As higher standards place a greater emphasis on reading and writing, addressing students’ literacy needs in the content areas has become a topic of interest in reading education. Although there is much debate about how to address this need, it is clear that content area teachers need support addressing literacy in their subject areas. An exploratory case study design was used to examine the responses of high school content area teachers to an EIE (exploratory, investigative, and experimental) professional development (PD) program. Specifically, the researcher sought to describe what the teachers considered to be valuable and useful aspects of the different components of the experience as it related to their practice, the outcomes they anticipated for struggling students, and their knowledge of literacy in the content areas. Ten content area teachers participated in 21.5 hours of professional development over a period of two months. Data about their PD experiences were collected during focus group discussions, individual interviews, observations, and completed questionnaires. When discussing the teachers’ descriptions and observations of their literacy practices, teachers reported an increased awareness of their practice as it pertained to literacy implementation. In the analysis of the outcomes teachers anticipated for struggling adolescents, including those with disabilities, teachers reported increased sense of control over the academic outcomes of struggling students. When addressing questions in reference to the effective components of the EIE PD experience, the teachers favored equally: (a) applicability of information, (b) exposure to literature, (c) autonomous systems, and (d) collaboration. Lastly, support emerged as an integral component of a constructivist EIE PD approach. All teachers in the study reported that support played a pivotal role in how they learned about and implemented literacy practices in their content area. Based on the findings, the researcher recommends that PD address and validate the current perceptions and concerns among content area teachers in relation to literacy implementation. PD should support teachers as they reflect upon their reported instructional limitations in relation to their needs and their students’ needs. Second, literacy PD for content area teachers must provide systematic support for teachers to explore, investigate and experiment with literacy in their content. Lastly, PD designed to support content area teacher’s use of literacy strategies in the content areas should provide teachers the opportunities to drive the literacy PD content in order to address needs specific to their classroom and school communities.

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Mamugudubi, Khathutshelo Stephen. "Learning and the use of smart phone devices : an experimental case study in a Gauteng secondary school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86559.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The purpose of this project was to investigate the prospects to advance and fast-track formal learning with the aid of smart phone technology, as learning should be reinforced through varied, pliable assets for engagement. The project’s introduction clarifies more on this. Chapter two focuses on literature review. Previous studies which are related to the topic were consulted to acquaint the researcher with thoughts and sentiments relating to the use of smart mobile devices in advancing learning. Chapter three covers comprehension centred learning. It pays special attention to the theories of Barret and Bloom which are used as the framework for the experiment reported on in the next chapters. Chapter four provides methodological background to the experiment. It describes the case study, curriculum correlation with smart phone functions, the organisation and analysis of the data, ethical issues in qualitative interviewing, and limitations of the empirical study. Chapter five focuses on the experiment that was carried out to investigate the usefulness of smartphones to support and enhance formal comprehension strategies. Sub-types from Barrett’s five learning types and Bloom’s cognitive dimensions of learning provide the interpretive framework. Chapter six discusses the findings of the experiment based on written and oral responses by participants after conclusion of the experiment, as well as teacher observations. Finally, Chapter seven presents the conclusion and implications.
AFRIKAANSE OPSOMMING: Die doel van hierdie projek was om die moontlikhede te ondersoek om formele leer aan te help en te bespoedig deur gebruikmaking van “smart phones.” Die aanname was dat dit ‘n groter verskeidenheid en buisaamheid van leerervarings behels. Die inleidende hoofstuk brei hierop uit. Hoofstuk 2 dek relevant literatuur oor studies met betrekking tot die gebruik van “smart” mobiele apparate Hoofstuk 3 handel oor begripsgesentreerde leer. Dit gee besondere aandag aan die teorieë van Barret en Bloom wat die raamwerk daarstel vir die ekspriment wat in die volgende hoofstukke beskryf word. Hoofstuk 4 bied die metodologiese agtergrond vir die eksperiment. Dit beskryf die gevallestudie, kurrikulum korrelasie met “smart phone” funksies, die organisasie en analise van die data, etiese aspekte van onderhoudvoering, en die beperkinge van die empiriese studie. Hoofstuk 5 fokus op die eksperiment wat uitgevoer is om die bruikbaarheid van “smartphones” te ondersoek met betrekking tot steun en bevordering van formele begripsgesentreerde leer. Sub-tipes van Barret se vyf leertipes, en Bloom se kognitiewe dimensies van leer bied die interpretatiewe raamwek. Hoofstuk 6 bespreek die resultate van die eksperiment na aanleiding van geskrewe en mondelinge terugvoer deur die deelnemers na afloop van die eksperiment, asook observasie deur die onderwyser. Hoofstuk 7 bespreek enkele implikasies en gevolgtrekkings van die studie.

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Wojcik, Andrew J. "Developing Conceptual Understanding and Procedural Fluency in Algebra for High School Students with Intellectual Disability." Thesis, Virginia Commonwealth University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10681699.

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Teaching students with Intellectual Disability (ID) is a relatively new endeavor. Beginning in 2001 with the passage of the No Child Left Behind Act, the general education curriculum integrated algebra across the K-12 curriculum (Kendall, 2011; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), and expansion of the curriculum included five intertwined skills (productive disposition, procedural fluency, strategic competence, adaptive reasoning, and conceptual understanding) (Kilpatrick, Swafford, & Findell, 2001). Researchers are just beginning to explore the potential of students with ID with algebra (Browder, Spooner, Ahlgrim-Delzell, Harris & Wakeman, 2008; Creech-Galloway, Collins, Knight, & Bausch, 2013; Courtade, Spooner, Browder, & Jimenez, 2012; Göransson, Hellblom-Thibblin, & Axdorph, 2016). Most of the research examines the development of procedural fluency (Göransson et al., 2016) and few researchers have explored high school level skills.

Using a single-case multiple-baseline across participants design, the study proposes to teach two algebra skills to six high school students with ID, creating an equation (y = mx + b) from a graph of a line and creating a graph from an equation. The six high school students with ID will be recruited from a school district in central Virginia. The intervention package modeled after Jimenez, Browder, and Courtade (2008), included modeling, templates, time delay prompting, and a task analysis. Results showed that all six individuals improved performance during intervention for the target skills over baseline; results also indicated that in three out of the six cases some generalization to the inverse skill occurred without supplemental intervention. The ability of individuals with ID to generalize the learning without intervention provides some evidence that individuals with ID are developing conceptual understanding while learning procedural fluency.

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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.

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Fallin, Patrick Timothy. "Design of an engineering experiment and data driven design in secondary education." 2013. http://hdl.handle.net/2152/22717.

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Pre-tests and post tests were used to assess the effectiveness of an engineering high school unit on experimental design and data driven design. The engineering data acquisition unit examined in this report used project based learning to teach the design of an engineering experiment and data driven design as part of the engineering design process. The project consists of the design of a building that can safely withstand an earthquake. Students construct, test and collect data on baseline buildings, with and without load using a shaker table and data acquisition. Students' then design experiments to evaluate design modifications that will meet the customer's needs. Overall, although the number of participants was limited, the survey instruments indicated that understanding of experimental design improved among high school students participating in the unit. Based on this pilot implementation of survey instruments, some of the survey questions were clarified.
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Wu, Yu-feng, and 吳宇峰. "A Study on experimental teaching of Life-and-Death Education Programme for the Secondary School Students in Hong Kong." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/35475919322141668245.

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碩士
南華大學
生死學研究所
97
The main purpose of this study is to plan and implement the life-and-death education program suitable for students at Secondary School as well as to explore the effects of such program of the students at Secondary School. Based on the results of the research, concrete suggestions are presented as a reference of developing life-and-death programs in technology colleges in Hong Kong. 　　　The object of study was targeted to 32 junior students of one class in a Secondary School in Hong Kong. Experimental teaching and interview research designs were adopted. The researcher in person taught the life-and-death program one session every week to the students of the experimental group for 8 weeks (10 hours). Hypotheses were also tested through analysis questionnaire as well as interviews. Besides, the researcher used 《My Book of Life and Death》 Unit Sheet, Program Feedback Form as assistant tools to evaluate the performance of implementing the life-and-death program. 　　　Results of the study are concluded as follows: 1.From the research date collection and the analysis, students "Unit Sheet","Program Feedback Form", "Experiential Activities Feedback" and "the Interview Data", student opposite dead education''s curriculum is affected, the student has the interest, and obtains the quite a lot life significance enlightenment. 2.The most popular way of teaching life-and-death program with students at a Secondary School is video teaching. The second favorable way is experiential activities and listen to the music ranks the third place.It is helpful to arouse student''s study interest, and bright student knows the significance and value of Life. 3.The most influential unit in the life-and-death program is Brave of Life and Face Death and Dying is next. Finding the meaning of life ranks the third. The life and death curriculum design and arrangement, are helpful for the student to realize the significance and the value of life and the death, and has a more complete understanding to the life. 4.Utilizes the multimedia teaching resources, the lively vivid teaching method, the design and the implementation experience teaching activity, are helpful for leading student towards the goal of the life and death education. 　　　Based on the study results above, the researcher proposed specific suggestions, including to life-and-death educators, learners, administrative organizations in charge of education, assistance centers at schools, the society for serving as a reference for life-and-death education promoters and follow-up researchers.

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Books on the topic "Shenzhen Experimental School. Education Education, Secondary"

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Karp, Grazyna Grace Goc. Theoretical and experimental planning models in secondary school physical education. Eugene, Oregon: Microform Publications, 1986.

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Harper, Helen J. Dangerous desires: High school girls and feminist writing practices. New York: Peter Lang, 1998.

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Harper, Helen J. Wild words-dangerous desires: High school girls and feminist avant-garde writing. New York: Peter Lang, 2000.

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Puckett, John L. Foxfire reconsidered: A twenty-year experiment in progressive education. Urbana: University of Illinois Press, 1989.

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Smith, Darren James. Stepping inside the classroom through personal narratives. Lanham, MD: University Press of America, 1999.

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Yuval, Amnon. Demoḳraṭyah bi-feʻulah: Ha-tokhnit ha-nisuyit-ha-demoḳraṭit be-Mikhlelet seminar ha-ḳibutsim : ha-shanim ha-rishonot. Tel Aviv: Mikhlelet Seminar ha-ḳibutsim, 2006.

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Theoretical and experimental planning models in secondary school physical education. 1986.

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Kuhn, Carole J. A quasi-experimental study of mastery learning strategies in the teaching of intermediate French in a suburban high school. 1985.

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Kuhn, Carole J. A quasi-experimental study of mastery learning strategies in the teaching of intermediate French in a suburban high school. 1985.

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1947-, Haig-Brown Celia, ed. Making the spirit dance within: Joe Duquette High School and an aboriginal community. Toronto: J. Lorimer & Co., 1997.

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Book chapters on the topic "Shenzhen Experimental School. Education Education, Secondary"

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Toh, Tin Lam, and Berinderjeet Kaur. "Balancing an Intuitive-Experimental Approach with Mathematical Rigour: A Case Study of an Experienced and Competent Mathematics Teacher in a Singapore Secondary School." In Mathematics Education – An Asian Perspective, 141–61. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8956-0_8.

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"A Pedagogical Experiment in the Italian School." In Advances in Early Childhood and K-12 Education, 490–518. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5718-1.ch010.

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This chapter will summarize the extensive and multi-year experimentation carried out in many Italian secondary and primary schools, of the pedagogical-didactic proposal developed in the previous chapters. The teaching/learning of computer-based mathematics, as a programming tool, with software appropriate to the context, named MatCos, is given. In particular, the organization of the experimentation will be described, and the various phases will be illustrated. The results with the relative evaluation method will also be considered. Finally, works prepared independently by some participating students will be presented and commented. The opinion of some experimental teachers and school managers will close the chapter.

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Fouda, Faten Abdelmagied Elsoudy. "A Suggested Curriculum in Career Education to Develop Business Secondary Schools Students' Career Knowledge Management Domains and Professional Thinking." In Business Education and Ethics, 166–89. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch009.

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The current research aimed at designing a proposed curriculum in career education for business secondary schools students and measuring its effectiveness on developing career knowledge management domains and professional thinking skills. To achieve the desired goal, the researcher applied the system approach in designing the suggested career education curriculum, the developmental research methodology for developing the instructional materials and media, and the quasi-experimental design to measure the effectiveness the proposed curriculum on a sample of the third grade business secondary school students in Egypt. The suggested curriculum contains four main stages/phases: 1) career knowledge generation; 2) career knowledge organization; 3) career knowledge utilization; and 4) career knowledge distribution. These phases were integrated into one system to develop both career knowledge management skills and professional thinking among the target sample. The units of the curriculum were designed in an interactive way according to the principles of the blended-units approach that concentrates on knowledge and knowledge applications for achieving career requirements needed to joining 21st century business and administration jobs. A sample of 50 students enrolled in a business secondary school were selected randomly and divided equally into two groups: the experimental group (n= 25) and the control group (n= 25). The researcher developed two main instruments: 1) an achievement test; and 2) a professional thinking scale. The achievement test included two parts: 1) measuring the professional knowledge, and 2) performance measuring of the skills of designing professional portfolio. In addition, a rubric was used to evaluate the production of the professional portfolio. The findings revealed that the suggested curriculum was effective in developing both career knowledge management domains and professional thinking skills; as there were significant statistical differences between the two groups in favor of the experimental group. A set of educational recommendations were suggested.

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Mukiri, Irene Mwingirwa, and Bonface Ngari Ireri. "Technology Integration in Digital Learning Environments." In Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education, 165–84. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2953-8.ch009.

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Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

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Shestopalova, Olena, and Nadiya Shulyuk. "PSYCHOLOGICAL ASPECTS OF PROFILE ORIENTATION IN THE PROCESS OF IMPLEMENTATION THE CONSCIOUS CHOICE OF AN EDUCATIONAL TRAJECTORY BY SENIOR PUPILS." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-28.

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The substantiation as well as description of the technology of profile orientation in 8-9 grades of Ukrainian secondary schools are givenin the context of Ukrainian educational reform. Based on the empirical research the data of approbation of a diagnostic complex and an algorithm of group and individual work in the context of supporting future senior pupils’ conscious choice of an educational trajectory are resulted. The article presents the experience of transition programmes and career guidance for future senior pupils in the system of general secondary education of the USA and Japan, as well as the correspondent domestic experience. The aim of the publication is to present the results of testing the profile orientation technology in the unity of diagnostic, consulting and educational activity in order to implement the conscious choice educational profile in Ukrainian high school by 14-15 years old adolescents. Research methodology. The development of psychological aspects of pre-professional training is included into the general problems of the system of psychological and pedagogical, informational and organizational activities in the transition from secondary to senior school. On the basis of the theoretical analysis of experience of implementing foreign countries profile education, the basic directions of transitional programmes at entering high school for future senior pupils are highlighted. Based on the ideas of the work of the Haydens service in the USA, the use of the "F-test" and professional tests in Japanese schools and G.V. Rezapkina's programme of selection for profile classes the authors offer a vision of profile orientation technology in the context of reforming and restructuring in Ukrainian high school activities. In particular, the programme of complex assessment of motivational and intellectual characteristics of 9th grade graduates and the system of group and individual work on profile orientation are presented. Experimental work began in 2019. According to the experiment programme a comprehensive psychodiagnostics of motivational features, aptitudes, intellectual potential and special abilities of students of 8-9 grades was conductedduring 2019-2020. The sample of the study amounts 176 students of 8-9 grades (85 females, 91 males), aged 14-15 years. The result of testing the profile orientation technology is the analysis of the statistical distribution and verification of the methods reliability that are included in the psychodiagnostic complex, identifying the components effectiveness of further consulting and educational work with graduates of the main level of secondary school.

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Montaner-Villalba, Salvador. "The use of Quizlet to enhance vocabulary in the English language classroom." In CALL and complexity – short papers from EUROCALL 2019, 304–9. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1027.

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This research focuses on vocabulary acquisition in foreign language learning. The latest trends of teaching as well as the huge advance of technology allow teachers to utilize online and mobile applications through diverse apps. This quasi-experimental design research investigated Quizlet, in its mobile version, on vocabulary acquisition in English as a Foreign Language (EFL). One group of A2 (according to the Common European Framework of Reference for Languages) EFL learners at a state secondary school in Valencia (Spain) (N=24) participated in this study. Learners from the Treatment group (henceforth, T-group) underwent a pre-test and a post-test to assess their acquisition of the assigned vocabulary lessons which were extracted from the course syllabus. After utilizing Quizlet for vocabulary learning for the academic year 2017-2018, the results proved that these learners improved significantly their level of EFL vocabulary at the post-test. Accordingly, this research recommends utilizing Quizlet in its mobile version at secondary education.

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Conference papers on the topic "Shenzhen Experimental School. Education Education, Secondary"

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Kolar, Karel, Martin Bilek, Katerina Chroustova, Jiri Rychtera, and Veronika Machkova. "CALCIUM CYCLE IN CHEMISTRY TEACHING AT THE LOWER SECONDARY SCHOOL." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.95.

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The research is focused on the use of experimental calcium cycle in chemistry teaching at the lower secondary school. The cycle is based on four reactions: 1. thermal decomposition of calcium carbonate, 2. reaction of calcium oxide with water, 3. calcium hydroxide with hydrochloric acid, 4. reaction of calcium chloride with sodium carbonate. The calcium cycle was tested at lower secondary schools (and equal classes from comprehensive schools). Despite the difficulty of taking some steps, the cycle was accepted by both teachers and learners. Keywords: chemistry teaching, experimental cycle, calcium cycle, lower secondary education.

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Babinčáková, Mária, Mária Ganajová, Ivana Sotáková, and Veronika Jurková. "THE IMPLEMENTATION OF FORMATIVE ASSESSMENT INTO CHEMISTRY EDUCATION AT SECONDARY SCHOOL." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.09.

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The results of the implementation of formative assessment into chemistry education at secondary school for the topic “Mixtures” are presented here. Students (12-14 years old, N=202) were divided into two groups – control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p<.05). Keywords: formative assessment, secondary school, mixtures.

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Wong, Timothy T. K., and Yee Wan Kwan. "A STUDY ON USING GAME-BASED METHOD TO IMPROVE LEARNING EFFICIENCY OF JUNIOR SECONDARY SCHOOL STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end017.

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Game-based approaches aim at improving participants’ engagement and satisfaction, they might have great advantages in solving the issues of students demotivated and uninvolved in learning activities. However, there are few studies on using games elements in education and examining to what extent game-based educational approaches enhance learning. To bridge this research gap, the objective of this study is to examine whether game-based method improves students’ academic performance in the school subject Life and Society. A total of four classes of Grade Seven students and two teachers participated in the study in Hong Kong. Three classes (n= 75) were assigned to the experimental groups and one class (n=30) were assigned to the control group. The experimental group participated in class sessions where they learned the timeline, major events, and factors affecting economic development of Hong Kong by a group-based card game, while the control group were taught by lecture-based method. Using a pre- & post-tests design, data were collected by a tailor-made survey including 9 fact-based questions to assess the learning outcomes. The contents of the survey were judged two experienced teachers and one panel head. Paired samples t-tests and two-way ANOVA were used to compare the possible changes, group differences and interaction effects. Results showed that both the experimental group and control group significantly increased their academic performance in the post-tests, indeed the average post-test scores of experimental groups were higher than that of the control group. Only one among three classes in the experimental group showed a significant increase in post-test scores, indicating a possibility of teacher difference. Boys in the experimental groups significantly improved in the post-test while girls did not differ significantly from pre-test scores. Both students with low and middle ability levels improved significantly in their post-test scores, while students with high ability level did not reach statistical significance. The interaction effect between gender and student ability level was statistically significant, indicating that the influence of student ability level on pre-test scores depended on their gender. Finally recommendations, implications, and limitations to the study are discussed.

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Ognjenovic, Petra. "Experimental verification of the effectiveness of learning and teaching using intelligent tutoring system in secondary school education." In 2017 25th International Conference on Software, Telecommunications and Computer Networks (SoftCOM). IEEE, 2017. http://dx.doi.org/10.23919/softcom.2017.8115537.

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Sotáková, Ivana, Mária Ganajová, and Mária Babinčáková. "THE EFFECTIVENESS OF IMPLEMENTING INQUIRY ACTIVITIES INTO THE TEACHING PROCESS IN THE PHASE OF REVISING AND DEEPENING THE LEARNING CONTENT." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.222.

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The aim of research was to verify the effectiveness of implementing the inquiry-based teaching (IBT) into the teaching process of chemistry in secondary school in the phase of revising and deepening the previous-year learning content. The results of the research confirmed a significant difference on the level of knowledge and skills between the experimental group students (N=143) where the IBT was implemented and the control group students (N=149) where traditional teaching methods were implied. Keywords: changes in chemical reactions, inquiry-based teaching, learning content, secondary school students.

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Grandits, Peter. "IMPACT OF IDENTITY-ORIENTED LITERATURE EDUCATION ON ADOLESCENTS' INSIGHT INTO THE SELF AND THE OTHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end055.

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A mixed-methods quasi-experimental study evaluated the effects of a pedagogical intervention in literature education on Austrian upper secondary high school students’ insight into the self and the other. The intervention is based on the newly developed NDR-model, the letters in the abbreviation representing the basic practices of narration, dialogue and response underlying the model. Two cycles of NDR interventions on the identity issues of “happiness” and “relations” were implemented. An IPA study was conducted to explore how the implementation of the NDR-model of literature education affected participants’ learning outcomes (self-understanding and understanding of the other). Qualitative analysis of interview and artefact data suggested that NDR students experienced insight into the self and the other because they were stimulated to engage with literary texts in the context of their personal identities.

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Patsiomitou, Stavroula. "The Development of Students Geometrical Thinking through Transformational Processes and Interaction Techniques in a Dynamic Geometry Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3235.

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The paper draws on a didactic experiment conducted in a secondary school mathematics classroom in Greece which aimed to explore a) ways in which students develop problem representations, reasoning and problem-solving, making decisions and receiving feedback about their ideas and strategies in a DGS-supported environment b) ways in which students develop rigourous proof through building linking visual active representations and c) ways to develop students’ van Hiele level. The mathematical problem the students engaged with - either in the Geometer’s Sketchpad dynamic geometry enviroment (Jackiw, 1988) or in the static environment - generated potentially insightful data on the issues focused on the comparison between the experimental and control groups. Initially, three pairs from the experimental group explored the treasure problem within a dynamic geometry environment. The discussions and results of the discussion were videotaped. The problem was then reformulated by the researcher taking into account the research group’s retroaction, and re-explored by both the control and experimental groups in a paper-pencil test. The researcher then (semi) pre-designed multiple-page sketches detailing the sequential phases of the solution to the problem using rigorous proof, and in so doing transferring her classroom reaching style into the software design, drawing on the chain questioning method of Socrates, which aim to stimulate interaction. For this reason, she linked all the software func-tions/actions using the interaction techniques supported /facilitated by the Geometer’s Sketchpad v4 (DGS) environment (Jackiw, 1988) to better allow students to discover solution paths and to reason by rigorous proof. This mode of design and the results of the experimental use of the software with students led to the need to define two new concepts: the meanings of Linking Visual Active Representations (LVAR) and Reflective Visual Reaction (RVR). The researcher observed the students’ actions and thinking processes during the research process and offers a description and analysis of these processes. An analysis of the results of the experimental procedure revealed

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