“Basic science” in upper secondary school education in Japan. I. The recent revision of the “science” curriculum for upper secondary schools and introduction of “basic science” to the new “science”

AbstractThe article focuses on the value “health”, as a component of the value orientation of students of lower secondary schools and upper secondary schools in our country. At the same time, it focuses on the presentation and interpretation of the results of a research conducted on a sample of students of selected schools, which was a part of a more comprehensive research on subjective understanding and individual interpretation of selected life values of lower secondary and upper secondary school students in Slovakia.

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Limiting Reagent in Upper Secondary School Education

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v2i2.1068 ◽

2014 ◽

Vol 2 (2) ◽

pp. 178-181

Author(s):

Marianne Forsell

Keyword(s):

Secondary School ◽

School Education ◽

Upper Secondary School ◽

Secondary School Education ◽

Upper Secondary

Limiting Reagent in Upper Secondary School Education

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Virtual Laboratory Environments in Chemistry Education

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v2i2.1061 ◽

2014 ◽

Vol 2 (2) ◽

pp. 125-130

Author(s):

Marko Telenius

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Information And Communication Technologies ◽

Chemistry Education ◽

Virtual Laboratory ◽

Upper Secondary School ◽

Upper Secondary ◽

Information And Communication ◽

Matriculation Examination ◽

Upper Secondary Schools

Various virtual laboratory environments have been developed during recent years, but upper-secondary school chemistry education has been missing a clear need for using them. The current reform of the upper secondary-school frame curriculum and the matriculation examination require upper secondary schools to increase the use of information and communication technologies. Virtual laboratory environments are ideally suited for this as they are affordable, interactive, free from the restraints of classroom space and time, as well as able to visualize difficult concepts in concrete ways. Simulations and virtual laboratories can be utilized to diversify the type of questions used in exams. Several virtual laboratory environments are available for comprehensive and upper secondary schools for free, but most of them cannot be utilized in classroom education without modifying them to suit the objectives of the lesson. It is the responsibility of the teacher to figure out how to use them to support learning.

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EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES

Problems of Education in the 21st Century ◽

10.33225/pec/21.79.194 ◽

2021 ◽

Vol 79 (2) ◽

pp. 194-206

Author(s):

Hasan Yücel Ertem

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Student Performance ◽

Secondary Data ◽

School Level ◽

Upper Secondary School ◽

Upper Secondary ◽

Level Variable ◽

Upper Secondary Schools ◽

Lower Secondary Schools

Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school

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Type of social participation and emotion regulation among upper secondary school students

Polish Psychological Bulletin ◽

10.2478/ppb-2013-0035 ◽

2013 ◽

Vol 44 (3) ◽

pp. 322-330 ◽

Cited By ~ 1

Author(s):

Paweł Jankowski ◽

Małgorzata Rękosiewicz

Keyword(s):

Emotion Regulation ◽

Secondary School ◽

Secondary Schools ◽

Social Participation ◽

Emotional Awareness ◽

Vocational Schools ◽

Upper Secondary School ◽

Upper Secondary ◽

Transitive Orientation ◽

Upper Secondary Schools

Abstract The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz’ and Roemer’s (2004) perspective on emotion regulation and Reinders’ and Butz’s (2001) concept of types of social participation were applied. Participants were 1151 students from three types of vocational schools: basic vocational school (n=266), technical upper secondary school (n=644), and specialized upper secondary school (n=241). The results of studies conducted with the use of Difficulties in Emotion Regulation Scale (DERS) and Social Participation Questionnaire (SPQ-S 1) indicate that there are small, however, significant, differences in the levels of social participation dimensions and the frequency of particular types of social participation between students from the three investigated types of vocational schools. The level of transitive orientation turned out to be higher among students from the basic vocational schools than among students from the specialized upper secondary schools and the technical upper secondary schools. In each educational group, the level of transitive orientation was significantly higher than the level of moratorium orientation. The hypothesis about the relationship between dimensions of emotion regulation and types of social participation, particularly with respect to the dimension of “lack of emotional awareness”, was confirmed. The most effective style in terms of emotion regulation turned out to be the assimilation type. The highest level of emotion dysregulation proved to be connected with the segregation type.

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Public transport accessibility to upper secondary schools measured by the potential quotient: The case of Kraków

Moravian Geographical Reports ◽

10.2478/mgr-2021-0002 ◽

2021 ◽

Vol 29 (1) ◽

pp. 15-26

Author(s):

Piotr Rosik ◽

Sabina Puławska-Obiedowska ◽

Sławomir Goliszek

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Public Transport ◽

Upper Secondary School ◽

Transport Accessibility ◽

Upper Secondary ◽

Different Types ◽

Spatial Differences ◽

The City ◽

Upper Secondary Schools

Abstract The spatial differences in public transport accessibility to upper secondary schools are examined in this article, using the potential accessibility model, and based on the example of the city of Kraków. In order to achieve this goal, the potential quotient index has been used, taking into account both the demand for educational services operationalised with the population aged 15–19, and the supply of services depicted by the supply of places for pupils in different types of upper secondary school. A supplementary objective is to present recommendations for transport and educational policy implemented in the city in the context of potential locations of new upper secondary schools based on, among other parameters, the mean centre of the potential accessibility distribution and the potential accessibility dispersion index. We conclude that to better balance access to different types of schools throughout the city in the future, a new location for a general upper secondary school could be considered in the southern or eastern parts of Kraków.

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