scholarly journals "All We Got to See Were Factories.": Scoping Maori Transitions from Secondary School

2021 ◽  
Author(s):  
◽  
Moana Erika Mitchell
Keyword(s):  
Secondary School ◽  
School Experiences ◽  
Complex Nature ◽  
School Transitions ◽  
Self Confidence ◽  
Schooling Experiences ◽  
Kaupapa Māori ◽  
To Come ◽  
The Impact ◽  
Out Of School

<p>The primary purpose of this research is to scope the reflexive journey of a selected group of Maori as they recall their experiences of secondary school transitions. The already complex nature of this transition from school is further exacerbated by the identification of these people as Maori. The treatment of Maori students, particularly in relation to their secondary school experiences and its impact on transition, is a major concern for this research. The research methodology privileged by my thesis is kaupapa Maori theory. Secondary school transitions for rangatahi Maori is tenuous. By framing this thesis within kaupapa Maori methodology, the intention is to recognise the impact of dominant ideology on the schooling experiences of Maori and how it ultimately determines school transitions. This scoping study is based on the interviews of research participants as they reflect on their experiences as rangatahi Maori transitioning from school. In particular, these interviews highlight how rangatahi Maori work through the complexities they are confronted with whilst in the transitory phase between completion of secondary schooling and post-school opportunities. Information gathered from the interviews constitutes the findings of this thesis. The findings reveal that schooling experiences and more specifically, treatment of Maori students by teachers, play a significant role in transitioning for young Maori. Negotiating the already complex pathway out of school is doubly problematic for rangatahi Maori who also have to come to terms with a culture of failure, perpetuated at secondary school and reinforced by out of school experiences. This research contends that marginalisation of rangatahi Maori in New Zealand secondary schools creates an alternate experience, whereby actions of resistance and agency are employed as they look to position themselves into post-school opportunities. Of significance, is the human quality of determination that allows rangatahi Maori to stand firm, despite the entrenchment of low self-confidence and motivation through indifferent school and transition systems. Such pathways create choice for rangatahi Maori due to a lack of support from these systems, not because of it.</p>

scholarly journals "All We Got to See Were Factories.": Scoping Maori Transitions from Secondary School

2021 ◽  
Author(s):  
◽  
Moana Erika Mitchell
Keyword(s):  
Secondary School ◽  
School Experiences ◽  
Complex Nature ◽  
School Transitions ◽  
Self Confidence ◽  
Schooling Experiences ◽  
Kaupapa Māori ◽  
To Come ◽  
The Impact ◽  
Out Of School

<p>The primary purpose of this research is to scope the reflexive journey of a selected group of Maori as they recall their experiences of secondary school transitions. The already complex nature of this transition from school is further exacerbated by the identification of these people as Maori. The treatment of Maori students, particularly in relation to their secondary school experiences and its impact on transition, is a major concern for this research. The research methodology privileged by my thesis is kaupapa Maori theory. Secondary school transitions for rangatahi Maori is tenuous. By framing this thesis within kaupapa Maori methodology, the intention is to recognise the impact of dominant ideology on the schooling experiences of Maori and how it ultimately determines school transitions. This scoping study is based on the interviews of research participants as they reflect on their experiences as rangatahi Maori transitioning from school. In particular, these interviews highlight how rangatahi Maori work through the complexities they are confronted with whilst in the transitory phase between completion of secondary schooling and post-school opportunities. Information gathered from the interviews constitutes the findings of this thesis. The findings reveal that schooling experiences and more specifically, treatment of Maori students by teachers, play a significant role in transitioning for young Maori. Negotiating the already complex pathway out of school is doubly problematic for rangatahi Maori who also have to come to terms with a culture of failure, perpetuated at secondary school and reinforced by out of school experiences. This research contends that marginalisation of rangatahi Maori in New Zealand secondary schools creates an alternate experience, whereby actions of resistance and agency are employed as they look to position themselves into post-school opportunities. Of significance, is the human quality of determination that allows rangatahi Maori to stand firm, despite the entrenchment of low self-confidence and motivation through indifferent school and transition systems. Such pathways create choice for rangatahi Maori due to a lack of support from these systems, not because of it.</p>

scholarly journals Institutional Habitus and Secondary School Transitions: Comparative Study of Ireland and Estonia

2012 ◽  
Vol 7 (4) ◽  
pp. 530-546 ◽  
Author(s):  
Merike Darmody
Keyword(s):  
Secondary School ◽  
Comparative Study ◽  
Learning Environments ◽  
Large Scale ◽  
Educational Systems ◽  
School Transitions ◽  
International Studies ◽  
Conceptual Tool ◽  
Institutional Habitus ◽  
The Impact

This article explores secondary school transitions from a comparative perspective. It focuses on a stage at which a major institutional transition takes place in two different educational systems. Over the years a number of international studies have explored different learning environments and their impact on student educational outcomes. Much of this research explores the impact of school choice and the transition from one level of schooling to another. In general, these studies refer to school transitions as a time when students are particularly vulnerable due to structural and environmental differences between different levels of schooling. In other words, the new learning environments generally have a different ‘institutional habitus’. While seamless and unproblematic transition from one level of schooling to another is seen to ensure students' success at the subsequent level of schooling and beyond, negative experiences and difficulties around adjustment, on the other hand, are shown to result in disengagement and becoming at risk of early school leaving, with detrimental consequences for the individual concerned. Furthermore, different pathways within the educational systems have been found to reproduce unequal life chances. To discuss and re-theorise school transitions, the article draws on a large-scale comparative study of the transitions in secondary school in Ireland and Estonia, and utilises a conceptual tool called ‘institutional habitus' to gain better understanding of the processes involved. While the article discusses similarities and differences between children's transition experience in two different countries, it also calls for a careful approach to ‘direct borrowing’ of practices from other countries.

scholarly journals Digital tools for improving teenager's speaking

2021 ◽  
Vol 2 (4) ◽  
pp. 73-79
Author(s):  
Sara Merino Munive ◽  
Rocio Barbosa Trujillo ◽  
Leticia Estudillo León
Keyword(s):  
Secondary School ◽  
English Language ◽  
Digital Tools ◽  
Online Resources ◽  
Knowing How ◽  
Self Confidence ◽  
Public Secondary School ◽  
Online Tools ◽  
The Impact

In EFL classes, Mexican teenagers often face problems when trying to communicate orally in English. Martin and Molina (2011) argue that “…not knowing how to speak effectively limits severely our career possibilities and personal” (p. 92). The present paper reports on a study of the impact of incorporating different online resources to improve adolescents’ speaking in English through an exploration of students’ perceptions regarding their use, as part of an extracurricular English language course at a Mexican public secondary school. Students recorded themselves once a week using specific online tools for their homework. The main purpose was to give students the opportunity to record and hear themselves as many times as necessary until they considered their work was acceptable. Additionally, they were aware of being listened by their teacher and classmates. Results seem to suggest that students’ self-confidence when speaking in the classroom, motivation to speak and awareness of features of acceptable speech were enhanced by using these online tools to practice speaking independently. 

scholarly journals The Impact of Out-of-School Learning Environments on 6th Grade Secondary School Students Attitude Towards Science Course

2018 ◽  
Vol 6 (12) ◽  
pp. 26 ◽  
Author(s):  
Halil Ibrahim Yildirim
Keyword(s):  
Secondary School ◽  
Learning Environments ◽  
Control Group ◽  
Science Lesson ◽  
Experimental Process ◽  
School Learning ◽  
Students Attitudes ◽  
The Impact ◽  
Experimental Group ◽  
Out Of School

This study was conducted for the purpose of determining the impacts of out-of-school learning environments on 6th-grade students’ attitudes towards science course. In the study, the quasi-experimental model and pretest-posttest control grouped experimental design was employed. The experimental process step of the study was carried out on 6th-grade students who receive education in a secondary school in Turkey in 2017 and maintained for 18 weeks. 60 students are included in the study group of the research (control group=30, experimental group=30). For the purpose of measuring the attitude scores towards science course, “The Scale of Attitude towards Science Lesson” was used. The experimental phase was performed by science lesson teacher both in the control and experimental groups. No experimental process was applied in the control group. The instruction was provided in accordance with the Science Course Curriculum. While the instruction was provided in line with the control group in the experimental group, out-of-school learning environments were also included in the teaching process. Out-of-school learning environments were specified by considering the learning outcomes in the 6th-grade science curricula. Experimental group students visited out-of-school learning environments with the guidance of the science teacher. Science museum, anatomy museum, planetarium, nature trip, science festivals, energy park and aqua park are among the out-of-school learning environments. As a result of the study, it was seen that the attitudes of the students in the experimental group were increased at a significant level, and no significant improvement was realized in control group students’ attitudes.

scholarly journals The Contribution of Remedial Courses on the Academic and Social Lives of Secondary School Students

2019 ◽  
Vol 199 (1) ◽  
pp. 24-34 ◽  
Author(s):  
Betül Betina Yolak ◽  
Zeynep Kiziltepe ◽  
Fatma Nevra Seggie
Keyword(s):  
Secondary School ◽  
Nonformal Education ◽  
Social Psychological ◽  
Structured Interviews ◽  
Remedial Courses ◽  
School Students ◽  
Social Lives ◽  
Self Confidence ◽  
Secure Environment ◽  
The Impact

This qualitative study investigates the impact of nonformal education, namely remedial courses, on students’ lives and the ways in which it contributes to their academic and social development. The study was conducted via semi-structured interviews with 40 participants (12 students, 12 parents, and 16 teachers and administrators). The findings reveal that these remedial courses had academic, social, psychological, economic, and career development impacts on students’ lives. Moreover, as students’ school success improved, students learned how to spend their leisure time effectively in a secure environment, became socialized, increased their self-confidence, and realized their potential.

Gifted Students' Motivation and its Impact on the Development of their Giftedness

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Hussein SALEM MUBARAK BARABWD ◽  
Mohammad YUSOFF BIN MOHD NOR ◽  
Noriah Mohd Ishak
Keyword(s):  
Extrinsic Motivation ◽  
Gifted Students ◽  
Qualitative Approach ◽  
The Other ◽  
Phenomenological Method ◽  
Self Confidence ◽  
Verbal Praise ◽  
Intrinsic Motivations ◽  
The Impact ◽  
Intrinsic And Extrinsic Motivations

The aim of the current study is to examine the intrinsic and extrinsic motivations of the gifted students from Hadhramout Gifted Center HGC in Yemen, and to investigate the impact of these intrinsic and extrinsic motivations on their giftedness development. A qualitative approach was adopted; data has been collected through an open- ended questionnaire that was prepared by the researcher and distributed among a sample of gifted students who were chosen purposively from HGC. The interpretative phenomenological method has been used to analyze the data using, Atlas ti. The results indicate that the majority of the participants consider it interesting to explore new things, and experience curiosity and desire to achieve their goals as their intrinsic motivations. Whereas, the minority consider preference to serve the community, competition preference and self-confidence as their intrinsic motivations. On the other hand, half of the participants consider rewards as their extrinsic motivation, whereas 40 % of them consider exams scores, verbal praise, parents and environment as their extrinsic motivations. Regarding the impact of intrinsic and extrinsic motivations on the development of giftedness, the majority of the participants believe that intrinsic and extrinsic motivations affect positively the development of their giftedness development. Finally, based on the findings, some recommendations were provided. 

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