Science Investigation in Secondary School: Changes to Teacher Practice

2018 ◽  
pp. 109-130
Author(s):  
Azra Moeed ◽  
Dayle Anderson
Keyword(s):  
Secondary School ◽  
Teacher Practice ◽  
Science Investigation ◽  
School Changes

scholarly journals Personalizacja w kształceniu polonistycznym. Potrzeby, dylematy, dobre praktyki

2021 ◽  
Vol 12 (330) ◽  
pp. 33-41
Author(s):  
Anna Janus-Sitarz
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Teacher Practice ◽  
Language Education ◽  
Educational Needs ◽  
Educational Process ◽  
Language Teachers ◽  
School Students ◽  
Polish Language ◽  
The Individual

The article presents problems related to the individual educational needs of secondary school students in the field of Polish language education, as well as teachers’ dilemmas regarding the reconciliation of the implementation of curriculum requirements with the support that students expect from them. The author presents selected methods of personalizing the educational process developed by Polish language teachers participating in the project „Professional Polish teacher. Practice and personalization” at the Faculty of Polish Studies of the Jagiellonian University.

School transition from elementary to secondary school: changes in psychological adjustment

2004 ◽  
Vol 24 (2) ◽  
pp. 161-173 ◽  
Author(s):  
Arnold Lohaus * ◽  
CorneliaEv Elben ◽  
Juliane Ball ◽  
Johannes Klein-hessling
Keyword(s):  
Secondary School ◽  
Psychological Adjustment ◽  
School Transition ◽  
School Changes

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.

Sign in / Sign up

Export Citation Format

Share Document