From social origin to selective high school courses: Ability grouping as a mechanism of securing social advantage in Israeli secondary education

2021 ◽  
pp. 100627
Author(s):  
Yariv Feniger ◽  
Eyal Bar-Haim ◽  
Carmel Blank
Keyword(s):  
High School ◽  
Secondary Education ◽  
Ability Grouping ◽  
Social Origin

scholarly journals INTEGRATING ICT IN A DIDACTIC UNIT: LIGHTS, CAMERA, ACTION!

2016 ◽  
Vol 3 (Special) ◽  
pp. 7
Author(s):  
MARÍA LUISA RENAU RENAU ◽  
BEATRIZ PÉREZ GARRALÓN
Keyword(s):  
High School ◽  
Secondary Education ◽  
Learning Styles ◽  
Educational System ◽  
Traditional Approach ◽  
Digital Natives ◽  
Diversity Awareness ◽  
Collaborative Groups ◽  
Digital World

In Spain, the educational system is focused on traditional teacher-centred methods. Nevertheless, this traditional approach does not engage students anymore. Prensky (2001) claims that students have changed and our educational system was not designed to teach today's students. Today's students are digital natives, they were born into the digital world and they have spent their entire lives using technology. Therefore, taking this into account is paramount to capture the students’ interest in class. This work has been designed to integrate the use of ICT in a Spanish high school where traditional approach is the predominant methodology amongst teachers. The didactic unit designed and described in this paper has been implemented in a third year of Compulsory Secondary Education with the objective of combining a traditional approach with a task-based approach. This didactic unit includes the use of ICT in a wide variety of activities in order to deal with diversity awareness and to cope with the different learning styles students may have. Results indicate that the use of ICT is highly motivating for the students, that students perform better on the tasks which imply the use of computers opposed to the use of traditional materials and that they are willing to work in collaborative groups.

scholarly journals Las técnicas escultóricas de reproducción como medio de integración para alumnado con discapacidad

2019 ◽  
pp. 21
Author(s):  
Jose Javier Ángeles
Keyword(s):  
High School ◽  
Secondary Education ◽  
Key Words ◽  
Vocational Training ◽  
Self Esteem ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Palabras Clave

Resumen. El siguiente artículo es una descripción interpretativa de una experiencia basada en la realización de un taller de técnicas de reproducción escultórica a partir de moldes de alginato, dirigido al alumnado con necesidades educativas especiales del Programa Específico de Formación Profesional Básica (PEFPB), realizado en un instituto de enseñanza secundaria. Se ha llevado a la práctica una metodología de interacción colectiva, monitorizada por los profesores del centro, en la que se ha empleado alginato dental como material para la confección de moldes, el cual, al ofrecer unas cualidades de copia excepcionales, permite al alumnado experimentar de manera manipulativa y visual todos los cambios que la materia comprende desde el proceso de mezcla de polvo y agua hasta la obtención de la reproducción. Las introducciones y explicaciones impartidas han sido simplificadas para obtener una mejor lectura y comprensión por parte del alumnado, introduciendo como ejemplo imágenes de obras escultóricas obtenidas mediante este procedimiento artístico. Además, se han realizado pequeñas demostraciones previas a la actividad para que el alumnado analice de forma visual cómo se manipula la materia, planteando como objetivo la reproducción de su propia mano en escayola. Cuando los conceptos y lenguajes artísticos se adaptan a las capacidades y necesidades del alumnado, hacen del aula un lugar de integración y cooperación, en el que los alumnos se introducen en experiencias visuales y manipulativas con las que descubren nuevos mecanismos de expresión. Palabras clave: integración, discapacidad, escultura, alginato, moldes, autoestima. Abstract: The following article is an interpretative description of a workshop devoted to sculpture reproduction based on alginate moulds addressed to students with special educational needs within the Specific Programme of Basic Vocational Training at a secondary education high-school. This workshop, supervised by teachers at the high-school, was performed following an interactional collective approach and using dental alginate for the production of moulds. Offering exceptional reproduction features, this material allowed the students to participate in a sensorial experience by means of the observation of all the changes that it suffers; from the mixing of alginate powder and water to the composition of the reproduction itself. The instructions and explanations given were simplified to obtain a better understanding of the students. Different images showing examples of sculpture works obtained by means of this technique were also provided. I addition, prior demonstrations were carried out so that the students could visually analyse how the material should be handled, suggesting the making of a plaster reproduction of their own hands. When concepts and artistic languages meet the student’s needs and capacities, they make the classroom a place for integration and cooperation where students live sensorial experiences which help them discover new ways of expression. key words: integration, disability, sculpture, alginate, molds, self-esteem.   DOI: http://dx.doi.org/10.7203/eari.10.14228

scholarly journals Literatura afro-brasileira em livros didáticos de ensino médio: uma produção em busca de reconhecimento

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Marcia Froehlich
Keyword(s):  
High School ◽  
Secondary Education ◽  
Brazilian Literature ◽  
Literary Works ◽  
Primary And Secondary Education ◽  
De Se ◽  
The Law ◽  
Brazilian History ◽  
Afro Brazilian

Resumo: Este trabalho expõe os resultados de um projeto de pesquisa que verificou e analisou a presença da literatura afro-brasileira em livros didáticos de Língua Portuguesa e Literatura Brasileira do Ensino Médio aprovados para o PNLD 2012. Essa pesquisa nasceu da necessidade de se examinar tais livros didáticos a fim de avaliar a adequação e profundidade no tratamento da produção literária afro-brasileira considerando-se o disposto pela Lei 10.639/2003, que alterou a Lei de Diretrizes e Bases da Educação Nacional incluindo a obrigatoriedade do ensino de História e Cultura Afro-brasileira na educação básica. Os resultados demonstram que a produção literária afro-brasileira ainda é pouco contemplada pelas coleções de livros didáticos. Palavras-chave: Literatura Afro-Brasileira. Livros Didáticos. Ensino Médio. AFRO-BRAZILIAN LITERATURE IN TEXTBOOKS FOR HIGH SCHOOL: WORKS IN SEARCH OF RECOGNITION Abstract: This paper exposes results from a research, which checked and analyzed how Afro-Brazilian literature is presented in textbooks for high school approved by PNLD 2012. This research aimed to examine these textbooks in order to evaluate adequacy and depth in the treatment of Afro-Brazilian literary works regarding the Law 10.639/2003, which made compulsory the teaching of Afro-Brazilian History and culture in primary and secondary education. The results obtained show low presence of Afro-Brazilian literature in textbooks for high school. Keywords: Afro-Brazilian literature. Textbook. High School.

scholarly journals Difficulties in the Development of English-Language Competence in Reading in High School Students of General Secondary Education

2021 ◽  
Vol 7 (1) ◽  
pp. 71-78
Author(s):  
Iryna V. Vlasiuk
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Foreign Language ◽  
English Language ◽  
Industrial Society ◽  
School Students ◽  
Language Competence ◽  
Personal Skills ◽  
English Competence

The relevance of the study is conditioned by the growth of intercultural communication in modern post-industrial society, resulting in the need to change opinions on the development of foreign language competence in school-age students for its effective improvement and further use in professional activities. The purpose of the study is to determine the features of the development of English language competence in reading in high school students of general secondary education and to find methods of overcoming difficulties in the process of mastering a foreign language. In the process of the study, the author used general scientific theoretical methods, including methods of analysis, synthesis, generalisation, and classification. Based on research results of Ukrainian and foreign scholars, the study characterised the basic opinions on the development of foreign language competence in reading, in particular, in high school students. The study defines the term “reading” and considers its main categories, such as types of reading, levels of comprehension of the text, general personal skills for perfect command of reading in a foreign language, etc. It was found that the main difficulties in the development of English competence in reading in high school students are general language, including spelling, and psychological, based on the lack of motivation to learn the language. Tips for English teachers are presented, focused on improving the development of English competence in reading in students, including the use of authentic materials, information technology, as well as the use of practical exercises that help improve reading aloud. The authors see the prospects for further research in the empirical substantiation of methods for overcoming the difficulties of developing English-language competence among high school students

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