ELT Materials as Sites of Values Education: A Preliminary Observation of Secondary School Materials

2017 ◽  
pp. 51-68
Author(s):  
Siew Mei Wu ◽  
Gene Segarra Navera
Keyword(s):  
Secondary School ◽  
Values Education ◽  
Preliminary Observation

scholarly journals Developing Students’ Intelligent Character through Linguistic Politeness: The Case of English as a Foreign Language for Indonesian Students

2015 ◽  
Vol 9 (1) ◽  
pp. 101
Author(s):  
Nanik Mariani
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Learning Process ◽  
Emotional Development ◽  
Role Play ◽  
Preliminary Observation ◽  
Learning Activities ◽  
English Learning ◽  
School Based ◽  
Linguistic Politeness

<p>English is a foreign language that must be taught at school, particularly in secondary school. Based on a preliminary observation of several secondary schools in Banjarmasin, it appears that the English taught focuses most on concepts or language formulas. Most of the students who interact in English during the learning process do not use expressions that contain linguistic politeness, as is required. The learning of linguistic politeness is not emphasized, while it is an effort to develop students’ intelligent characters. This study primarily focuses on the investigation of teachers’ linguistic politeness while interacting with the students, students’ linguistic politeness, while interacting with the teachers, the students’ linguistic politeness while interacting with their peers during the learning process in the classroom, how the teacher forms the students’ linguistic politeness in the classroom, and how the linguistic politeness can develop students’ intelligent characters. This study is one of classroom action research. Two cycles, in which each cycle consists of two meetings, are employed. After linguistic politeness is taught in four meetings through students’ wheel and role play, it can be stated that during the English learning process in the classroom, the students have the opportunity to speak and practice linguistic politeness in English while interacting with their teachers and or other students. The forming of linguistic politeness in English can develop the students’ intelligent characters from the beginning to the end of the learning activities. The students also become accustomed to employing polite vocabulary or expression in English that can improve their spiritual and emotional development, the aim of which is to lead to intelligence, primarily emotional intelligence.</p>

scholarly journals Teachers’ Values Related to Sustainable Development in Polish and Latvian Secondary Schools

2015 ◽  
Vol 6 (1) ◽  
pp. 127-131 ◽  
Author(s):  
Eugeniusz Świtała
Keyword(s):  
Sustainable Development ◽  
Action Research ◽  
Secondary School ◽  
Social Development ◽  
Secondary School Teachers ◽  
Values Education ◽  
Point Of View ◽  
School Teachers ◽  
Doctoral Thesis ◽  
Research Results

Abstract The aim of the paper is to present the results of the research on highlighting values related to sustainable development in Poland and Latvia by secondary school teachers and to compare two models by the use of action research. The research is presented as a process of identifying values mainly from the point of view of social development which is an important component of sustainable development. The research results presented below provide a picture of a comparison between Polish and Latvian secondary school teachers’ views on values related to sustainable development and the process of values education. The paper is based on the doctoral thesis of the author.

Fine structure of the retina of the giant scallop, Placopecten magellanicus

1984 ◽  
Vol 42 ◽  
pp. 312-313
Author(s):  
C.V.L. Powell
Keyword(s):  
Fine Structure ◽  
Electron Microscope ◽  
Light Intensity ◽  
Scanning Electron Microscope ◽  
Eye Development ◽  
Preliminary Observation ◽  
Columnar Epithelium ◽  
Placopecten Magellanicus ◽  
Environmental Light ◽  
Scanning Electron

The overall fine structure of the eye in Placopecten is similar to that of other scallops. The optic tentacle consists of an outer columnar epithelium which is modified into a pigmented iris and a cornea (Fig. 1). This capsule encloses the cellular lens, retina, reflecting argentea and the pigmented tapetum. The retina is divided into two parts (Fig. 2). The distal retina functions in the detection of movement and the proximal retina monitors environmental light intensity. The purpose of the present study is to describe the ultrastructure of the retina as a preliminary observation on eye development. This is also the first known presentation of scanning electron microscope studies of the eye of the scallop.

The social adjustment of newcomers in secondary school

1991 ◽  
Vol 19 (2) ◽  
pp. 160-176
Author(s):  
Jim Elliott ◽  
Keith Punch
Keyword(s):  
Secondary School ◽  
Social Adjustment ◽  
The Social

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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