Secondary School Education in Girls’ Catholic Secondary Schools Run by the Sisters of Mercy and the Presentation Sisters in Ireland, 1922–1962

2016 ◽  
pp. 120-140
Author(s):  
Tom O’Donoghue ◽  
Judith Harford
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Education ◽  
Secondary School Education ◽  
Sisters Of Mercy

Tracking Students by “Ability” or Study Orientation in England, Finland, and France

2021 ◽  
Author(s):  
Anna Mazenod
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Social Inequalities ◽  
School Education ◽  
Student Experiences ◽  
Curriculum Differentiation ◽  
Secondary School Education ◽  
Self Confidence ◽  
Educational Establishment ◽  
Vocational Studies

The way in which students are grouped or tracked for their learning in secondary school education (ages 11–18) can significantly impact on student experiences of learning and their self-confidence and trajectories as learners. Different tracking practices include tracking by attainment (e.g., different classes for low, middle and high attaining students), tracking by type of educational establishment (e.g., vocational vs. academic high schools), and tracking by curriculum differentiation (e.g., curricula oriented toward academic or vocational studies). There are considerable differences in the conceptualization and the organization of secondary school education in England, Finland, and France, yet tracking practices have been identified in each of these three European countries. Tracking by attainment practices is prevalent in English secondary schools, and there is also evidence of tracks emerging through, for example, choice of optional subjects or languages in Finnish and French schools. Tracking by educational establishment often operates in conjunction with tracking by curriculum differentiation as students in these three countries tend to be oriented toward either general academic or (pre-)vocational subjects for their upper secondary studies. Student movement between different tracks remains marginal. Movement between attainment tracks is often constrained by school organizational practices such as timetabling and pedagogic and curricular differentiation, which makes it challenging, for example, for students to move to a higher track. Research on tracking is of universal interest because of its prevalence and the mounting evidence of the inequity of tracking practices that raises important questions about the purpose of education and the role of secondary schools in potentially exacerbating social inequalities.

scholarly journals THE POTENCIAL OF USING SMARTPHONE IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECUNDARY SCHOOLS

2019 ◽  
Vol 3 (3) ◽  
pp. 349-360
Author(s):  
Mphatso Imwa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Case Studies ◽  
Teaching And Learning ◽  
English Language ◽  
School Education ◽  
Online Research ◽  
Secondary School Education ◽  
Improving Teaching And Learning

This article systematically reviews the literature on the Potential of using Smartphone in teaching and learning of English Language in secondary schools. It focuses on the benefits, perceptions, challenges, and solutions towards incorporating smartphones in secondary school education. Through online research, 9 empirical and theoretical articles, case studies, and surveys defending the use of a smartphone in teaching and learning of English language in secondary schools were analyzed. The results from the study show that smartphones do have potential at improving teaching and learning of English amongst the teachers and learners in secondary schools. However, it is revealed also that there is need to establish effective pedagogical ways of using the smartphones in order to reduce indiscipline, distraction, and cases of cyberbullying. 

scholarly journals Przedsiębiorczość własna młodzieży na przykładzie maturzystów krakowskich szkół średnich

2012 ◽  
Vol 8 ◽  
pp. 48-56
Author(s):  
Agnieszka Węglowska
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Extracurricular Activities ◽  
School Education ◽  
Professional Career ◽  
The Road ◽  
Secondary School Education ◽  
Entrepreneurial Attitudes ◽  
Spare Time ◽  
Areas Of Interest

Time that teenagers spend in secondary schools may be perceived as time of ease and folly. Yet, on the other hand, it is time of making serious decisions. The decisions that are made at this stage of life affect the individual’s future to a great extent. Furthermore, actions taken at that time may appear fruitful further down the road: at university or in a job. The youth is believed to live it up and spend time recklessly without any concern about the future. However, the research that I carried out in April 2011, presents a different picture of the youth. A hundred and nineteen A-level students from two secondary schools in Kraków took part in the research. The study lasted one month and selection of sample was intentional and made within the accessibility of the research material. The research included three areas of interest: the first concerned entrepreneurial attitudes, the second – secondary school education and the third – the prospects in the sphere of education and professional career. The research indicated that 60% of A-level students took up a job during the last year of their secondary school education. 23% of the respondents were involved in social work. It was proved that A-level students devote their time both to socializing and studying. 48% of the respondents get engaged in different forms of extracurricular activities in their spare time. In spite of the initiative they show, only 49% of A-level students consider themselves entrepreneurial and 43% are not able to determine whether they are entrepreneurial or not.

scholarly journals Factors Affecting Instructional Leadership in Secondary Schools to Meet Vietnam’s General Education Innovation

2020 ◽  
Vol 13 (2) ◽  
pp. 48
Author(s):  
Vu Thi Mai Huong
Keyword(s):  
Instructional Leadership ◽  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
School Education ◽  
Shared Responsibility ◽  
Teaching Activities ◽  
Secondary School Education ◽  
School Teaching ◽  
Education Innovation

Currently, there is a huge demand for secondary school education worldwide especially in the developing countries such as Vietnam. School leadership is occupying a central position in educational reform. In order to meet this for the secondary school education, the Vietnamese government tries to develop effective school leadership in its education policy agenda. The aim of this study is to investigate the influence of factors on instructional leadership of principals in lower secondary education. The study was completed with 97 secondary public schools teachers and principals in the North of Vietnam. A quantitative research design was used to conduct this study. The data was analyzed through factors such as internal and external from the role of principal in instructional leadership. Research findings underline that instructional leadership is had directly by external such as “The degree of autonomy of the school for instructional activities”, “Awareness of the managers and teachers about leading teaching activities” and “education innovation” more internal such as “System of guiding documents of management levels on teaching activities”; “Conditions of facilities and finance for school teaching activities” and “Principal’s training level” Principals should recognize the change of the context and enhance the improvement of teachers’ shared responsibility and partnership in school decision making. Therefore, the Vietnamese government should make sure to have many positive issues that may have effective instructional leadership capacity in order to improve the culture of teaching and learning in Vietnames secondary schools.

scholarly journals Records Keeping For Effective Administration of Secondary Schools

2017 ◽  
Vol 7 (2) ◽  
pp. 66
Author(s):  
Amos Oyetunde Alabi
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Administration ◽  
School Education ◽  
Secondary School Education ◽  
Effective Administration ◽  
Secondary School Administration ◽  
School Records

This paper examined records keeping for effective administration of secondary schools. The types of records available in schools-statutory and non-statutory were identified, explained and listed. Many of those records were fully discussed pinpointing their relevance to the effectiveness of secondary school administration. Importance of keeping school records to all stakeholders of secondary school education and even beyond was well stated. The paper postulates that without keeping appropriate, adequate and relevant school records, there cannot be effective and efficient administration of secondary schools. Conditions for keeping and maintenance of school records were discussed. Certain problems about records keeping in secondary schools were highlighted and practical solutions to those problems were given. Records keeping are very central to effective administration of any secondary school.

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