Te Reo Māori as a Subject: The Impact of Language Ideology, Language Practice, and Language Management on Secondary School Students’ Decision Making

2014 ◽  
Vol 43 (2) ◽  
pp. 175-184
Author(s):  
Maree Jeurissen
Keyword(s):  
Secondary School ◽  
Language Ideologies ◽  
Effective Means ◽  
Policy Framework ◽  
Language Management ◽  
School Students ◽  
Aotearoa New Zealand ◽  
Immersion Education ◽  
The Impact

Te reo Māori, the Indigenous language of Aotearoa (New Zealand), remains ‘endangered’ despite concentrated ongoing efforts to reverse declining numbers of speakers. Most of these efforts have focused on te reo Māori immersion education settings as these were considered the most effective means to ensure the survival of the language (May & Hill, 2008). More recently, the home has been identified as an important setting for language regeneration (Te Puni Kokiri, 2011). Despite the fact that the vast majority of secondary school-aged students (both Māori and non-Māori) attend English-medium schools, these settings are seldom considered as having potential to increase numbers of te reo Māori speakers. This article reports findings from a case study of one English-medium secondary school where factors surrounding the uptake of te reo Māori as a subject were investigated. Using Spolsky and Shohamy's (2000) language policy framework as an explanatory lens, it was revealed that even when students’ language ideologies orient them towards learning te reo Māori, language management and practice decisions can discourage rather than encourage this choice.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

scholarly journals Project-Based Learning in a Transinstitutional Research Setting: Case Study on the Development of Sustainable Food Products

2019 ◽  
Vol 12 (1) ◽  
pp. 233 ◽  
Author(s):  
Hartmut Derler ◽  
Simon Berner ◽  
Daniela Grach ◽  
Alfred Posch ◽  
Ulrike Seebacher
Keyword(s):  
Secondary School ◽  
Food Products ◽  
Research Process ◽  
Project Based Learning ◽  
Sources Of Information ◽  
Research Setting ◽  
School Students ◽  
Sustainable Food ◽  
Problem Solving Skills

Project-based learning (PBL) has been thoroughly integrated in university sustainable development curricula, but has not been well-established in curricula used at pre-university educational levels. Integrating real-world settings into the teaching of secondary school students can help to promote problem-solving skills and competencies at younger ages, which is a crucial task in sustainability education. Therefore, in this article we describe the results of a case study on the development of sustainable food products that involved a university and two secondary schools in Austria. The methods used in this case study were drawn from the transdisciplinary case study (TCS) and the PBL literature. Data were collected by carrying out participatory research methods such as photovoice, focus group discussions, food diaries, student evaluations, and surveys. We divided the study design into three phases: (1) exploration, (2) product ideation, and (3) product prototyping and optimisation. The case study illustrates that the use of PBL research approaches by students at different levels of education provides promising results, if the research process is clearly structured and managed. When a demand for learning is encountered by students, secondary school teachers and university researchers must provide the students with additional sources of information. The establishment and management of a transinstitutional research setting is a promising, yet time-consuming endeavour.

scholarly journals Using the Concept of Game-Based Learning in Education

2020 ◽  
Vol 15 (14) ◽  
pp. 53
Author(s):  
Zi-Yu Liu ◽  
Zaffar Ahmed Shaikh ◽  
Farida Gazizova
Keyword(s):  
Cognitive Abilities ◽  
Teaching Practice ◽  
Negative Impact ◽  
Effective Means ◽  
Educational Material ◽  
Educational Game ◽  
Control Group ◽  
Game Based Learning ◽  
School Students ◽  
The Impact

A modern school deals with a generation of students who were born and grown up in a digital environment and require other teaching methods. Changes in the technological and social conditions of modern society need new professional skills, which are often called “21st century skills”. These skills should be devel-oped starting from the primary school, as they are psychological and behavioural, rather than practical. Game-based learning and gamification are effective means of such skills development. The use of video games in teaching practice is studied multifaceted, along with formats and requirements of educational game, methods for effectiveness assessment, and the effect of games on students. The controver-sial nature of game-based learning effect on students require deeper research, as the increase in motivation and learning efficiency cannot be disputed, as well as the negative impact of a long gaming on cognitive abilities, emotional state and social skills of students. The study tested both an increase in the motivation and attraction of school students for the learning process, and the impact on the prac-tical results of information assimilation. There was conducted a survey on the re-sults of the application of game training to determine the motivation and attraction of students. Likewise, we counted time, spent by the study and control group, for mastering the main educational material and the post-class study of game content and the educational material it presents. A comparative test was conducted on the results of educational material comprehension to determine the effectiveness of the methodology in mastering knowledge. The group, with game-based learning and gamification applied, showed an increase in motivation and attraction to learning, students paid additional efforts for assimilating the material studied, and also showed significantly higher learning outcomes compared to the control group.

Strategies for Developing English Verbal Communication: Case Study of Secondary School Students at Gezira State – Sudan

2021 ◽  
Author(s):  
Abdul-Gayoum M. A. Al-Haj ◽  
Al-Rafeea Suliman Al-Fadil Dafaallah ◽  
Abdulrahman Mustafa Abdulrahman Aldirdiri
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Verbal Communication ◽  
School Students

Impact of Collaborative Learning Strategies on Social Maturity of Secondary School Students

2021 ◽  
pp. 249-259
Author(s):  
J. N. Baliya ◽  
Shivani Sharma
Keyword(s):  
Collaborative Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Traditional Learning ◽  
Critical Ratio ◽  
School Students ◽  
Social Maturity ◽  
Post Test ◽  
The Impact

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

scholarly journals What do Adolescents Know about Mental Health Illnesses? A Case Study based on Learning and Service in a Secondary School

2017 ◽  
Vol 5 (1) ◽  
pp. 223
Author(s):  
Maria Lourdes Mila ◽  
Isabel Alvarez
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Secondary School Students ◽  
Radical Change ◽  
Neutral Evolution ◽  
Health Issues ◽  
School Students ◽  
Service Project ◽  
Perceptions And Attitudes

The aim of this study is to show how the perceptions and attitudes of secondary school students towards mental health issues changed over the course of a Learning and Service project. The Learning and Service project was carried out by 58 students, together with the residents of a mental health institution during three months. Both students and residents shared several activities to bring them closer. Secondary school students did not have any previous experience with mental health residents before. The analysis took place during the course of the process, with the students responding to four questionnaires, each one after having done an activity together. The study demonstrates that through this Learning and Service project most of the students' perspectives changed for the better, some even viewed radical change while others were positive and finally few students only experienced neutral evolution of their ideas with respect to people with mental health disorders.

Increasing Competition for University and the Challenge of Access for Government School Students—A Case Study

2008 ◽  
Vol 52 (3) ◽  
pp. 287-300 ◽  
Author(s):  
Daniel Edwards
Keyword(s):  
School Students ◽  
Government School ◽  
Educationally Disadvantaged ◽  
University Campuses ◽  
University Courses ◽  
Education Degree ◽  
The Government ◽  
The Impact ◽  
The City

There is a wide variety of universities, university campuses and university courses in Australia available to those interested in pursuing a higher education degree. This paper examines the impact of increasing competition for entrance to university on the educational outcomes for students from the government school sector. Using Melbourne as a case study, the research shows that, over a four-year period of increased competition, entry to some of the more academically accessible university campuses in the city became more difficult and this disproportionately affected the opportunities for university entrance among some groups. Despite the fact that there was no noticeable change in the academic standards achieved by government school completers, the rate at which government school students gained access to these universities declined noticeably during this time. These findings show how changes in supply of university places from year to year can have a profound effect on the opportunities of secondary-school completers—particularly those in more educationally disadvantaged settings.

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