Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

2019 ◽  
Vol 45 (5) ◽  
pp. 938-960 ◽  
Author(s):  
Audrey Addi‐Raccah
Keyword(s):  
Secondary School ◽  
Private Tutoring ◽  
School Learning

scholarly journals An Analysis of Semantic Waves: Maton’s Legitimation Code Theory for Cumulative Knowledge-Building

2019 ◽  
Vol 1 (2) ◽  
pp. 1-6
Author(s):  
Yolanda Ramadhan
Keyword(s):  
Secondary School ◽  
Classroom Practices ◽  
Knowledge Development ◽  
Human Society ◽  
Special Edition ◽  
Code Theory ◽  
Starting Point ◽  
School Learning ◽  
Legitimation Code Theory ◽  
Cumulative Knowledge

This paper aims to state that knowledge blindness in educational research has serious obstacles to understanding knowledge development. Karl Maton offers sociological concepts of Legitimation Code Theory (LCT) - 'semantic gravity' and 'semantic density' – systematically. These concepts are used to analyze the way the classroom practices of secondary school learning in Indonesia, especially in Biology and History subjects. The researcher shows that the 'semantic wave' class can be a cumulative class practice. The largest human society in education has the desire to build cumulative knowledge. Researchers usually produce ideas that have usefulness or attraction beyond the specificity of their original context. This research is useful to make the power to explore deeper knowledge with a number of policies that state that education must prepare students to live and work in a rapidly changing society by providing knowledge and skills that can develop throughout 'lifelong learning'. Educational learning can also be observed not only by context but meaning and purpose also affect the cumulative and segmental parts. This problem forms the starting point for interdisciplinary research discussed in the papers collected in this special edition. Freebody (2013). At this point, the problem is the range with each discipline as the background of this research.

What makes partnership valid? Home-school communication and parent-school partnerships

1999 ◽  
Vol 22 (1) ◽  
pp. 43-60
Author(s):  
Anthony J. Liddicoat ◽  
Glenda Shopen
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Recent Work ◽  
Literacy Development ◽  
Current Practice ◽  
Home School ◽  
School Partnerships ◽  
School Communication ◽  
School Learning ◽  
Children's Literacy

Abstract Recent work in literacy has emphasised the partnership between parents and schools in furthering children’s literacy development. This paper discusses the nature of this partnership in late primary school and early secondary school learning in Australia and the ways in which information is communicated between the partners. It is argued that, while schools devote a lot of attention to communicating with parents, this communication does not typically become true dialogue. Instead, the communication is always monodirectional with the school communicating messages to parents, but rarely receiving (or attending to) messages from parents. As such, parents come to be viewed by the schools as junior partners in their children’s literacy development and the school view of partnership focuses on moving parents into the school’s framework. At the same time some parents do not see the partnership in the same way as the school and instead locate responsibility for developing basic skills with the school. Attempts to include parents may then be seen as getting parents to do the school’s work. The study concludes that in current practice there is not actual partnership between school and home in the group investigated.

COLLABORATION BETWEEN UNIVERSITY AND SECONDARY SCHOOL: LEARNING BY DOING AND ENERGY CONCEPTS

2018 ◽  
Author(s):  
Natalia Muñoz-Rujas ◽  
Luis Palacios ◽  
María de los Ángeles Martínez-Giménez ◽  
Fernando Aguilar ◽  
Eduardo A. Montero
Keyword(s):  
Secondary School ◽  
Learning By Doing ◽  
School Learning

scholarly journals THE FACTORS AFFECTING STUDENTS’ CHOICE IN STUDYING ENGLISH AT PRIVATE TUTORING SCHOOLS: A CASE OF THAI UPPER-SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 2 (2) ◽  
pp. 44 ◽  
Author(s):  
Chris Chan ◽  
Preechaya Mongkolhutthi
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
Secondary School Students ◽  
English Language ◽  
Private Tutoring ◽  
Upper Secondary School ◽  
School Teachers ◽  
School Students ◽  
Upper Secondary ◽  
Mainstream School

This study explores the factors leading Thai upper-secondary school students to study English at tutoring school. The students’ perceptions of their EFL private tutors and mainstream school teachers are also a focus of this research. Drawing on statistical data from 80 upper-secondary school students, it shows that these students perceive EFL private tutors to be more effective in the provision of examination support, particularly regarding the university admission examination, compared with mainstream school teachers. Overall, these students have more positive attitudes towards their English tutors than their mainstream school teachers. They agree that tutors have higher English language proficiency and can make them understand the lesson better than their school teachers. The characteristic of the tutors and teaching techniques is considered a significant factor leading students to study English at tutoring schools, particularly the teaching techniques that allow them to do better on university examinations. These findings not only highlight the impact of private tutoring schools on language education systems, but also caution Thai educational policy makers and practitioners to further explore the pressure of the university admission examination on upper-secondary school students in the country.Keywords: Examination support, English language proficiency, private tutoring schools, teaching technique, Thailand.Cite as: Chan, C. & Mongkolhutthi, P. (2017). The factors affecting students’ choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies, 2(2), 44-52.

Immersive Learning Theory

2011 ◽  
pp. 382-388
Author(s):  
Kathy Blashki ◽  
Sophie Nichol
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Learning Theory ◽  
Immersive Learning ◽  
Learning Space ◽  
School Learning ◽  
The Impact

This article explores an application of immersive learning theory in an Australian secondary school. The emphasis in this study is on the development and implementation of a learning environment that encompasses four essential learning elements: immersion, engagement, agency, and risk (Blashki, Nichol, Jia, & Prompramotes, 2007; Nichol & Blashki, in press). The following documents the impact of a “purpose-specific environment” (Blashki, 2000) created at Karingal Park Secondary College (KPSC) and referred to as the max learning space. The max learning space (“The Max”) was constructed, both physically and pedagogically, upon the precepts of immersive learning for year 7 students to enhance and support their initiation into secondary school learning.

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