Authentic learning in senior secondary music pedagogy: an examination of teaching practice in high-achieving school music programmes

2020 ◽  
pp. 1-13
Author(s):  
Rachel White
Keyword(s):  
Secondary Students ◽  
Teaching Practice ◽  
Real Life ◽  
Authentic Learning ◽  
Music Teaching ◽  
Learning Approaches ◽  
High Achieving Schools ◽  
High Achieving ◽  
Student Centred Learning ◽  
Senior Secondary

Abstract Authentic learning approaches are designed to immerse students in contexts that promote real-life applications of knowledge, and provide meaningful learning experiences beyond the abstract instruction of the classroom. In a grounded theory study of music teaching practice in high-achieving schools, 50 teachers from 23 schools across New South Wales (NSW), Australia, were asked to describe how they taught their senior secondary students and the musical environment they curated within their school. Through examination of the interview data, authentic learning exposed itself as uniquely situated in classroom music teaching of high-achieving music programmes for senior secondary students in NSW. This is shown through the use of thorough inquiry-based and student-centred learning tasks like video journals, the use of professional resources and expertise and collaborative learning in authentic contexts, in and outside of the classroom.

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

In the Words of Children and Young People: The Opinions and Concerns about their Environments of Some Brisbane School Students

1998 ◽  
Vol 14 ◽  
pp. 11-18 ◽  
Author(s):  
Tammy Kwan ◽  
John Miles
Keyword(s):  
Secondary Students ◽  
Qualitative Approach ◽  
Natural Environments ◽  
Social Environments ◽  
Focus Group Discussions ◽  
School Students ◽  
Group Discussions ◽  
Children And Young People ◽  
Personal Action ◽  
Senior Secondary

ABSTRACTThis paper reports on a study into the environmental opinions and concerns of a sample of Brisbane children in the upper primary, junior and senior secondary years. The study adopted a qualitative approach. Children's opinions about the environments around them and beyond were gathered using open-ended question items and focus group discussions. The study revealed that the upper primary children participating were most obviously concerned about their immediate personal environments. The junior and senior secondary students were more concerned about their natural environments to which they showed strong positive associations. On the other hand, all participants wanted to undertake personal action for change in their social environments at local, national and global levels.

scholarly journals Enhancing graduates’ employability skills through authentic learning approaches

2019 ◽  
Vol 9 (1) ◽  
pp. 107-120 ◽  
Author(s):  
Adriana Ornellas ◽  
Kajsa Falkner ◽  
Eva Edman Stålbrandt
Keyword(s):  
Work Experience ◽  
Authentic Learning ◽  
Added Value ◽  
Employability Skills ◽  
Second Phase ◽  
Learning Approaches ◽  
Content Type ◽  
New Graduates ◽  
Design Activities ◽  
Learning Scenarios

Purpose The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

scholarly journals EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS

2016 ◽  
Vol 15 (3) ◽  
pp. 340-349
Author(s):  
Zeinab Jahangard ◽  
Asghar Soltani ◽  
Merhangiz Alinejad
Keyword(s):  
Structural Equation Modeling ◽  
Secondary Students ◽  
Structural Equation ◽  
Equation Modeling ◽  
Science Anxiety ◽  
Family Model ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Class Teacher

Attitudes towards science is an important construct of science learning which has been affected by many factors. The main purpose of this research was to investigate whether the metacognition strategies predict students’ attitudes towards science. Accordingly, a total of 347 senior secondary students were asked to complete a questionnaire about their metacognition strategies and attitudes towards science. Structural equation modeling (SEM) was used to evaluate the validity of a structural/latent variable model. Findings revealed several direct and indirect effects among the factors under investigation. Of special importance, metacognition strategies positively predicted attractiveness of science (science is fun), class/teacher activities and family model as variables of students’ attitudes towards science. Attractiveness of science was also found to have effects on the science anxiety and family model was found to have effects on class/teacher activities. One important finding was that metacognition strategies could decrease students’ science anxiety. According to this information, it is recommended that science educators encourage students to employ metacognition strategies in science that may lead to more positive students’ attitudes towards science. Key words: metacognition strategies, attitudes towards science, senior secondary students, structural equation modeling.

scholarly journals SCIENTIFIC APPROACH IN EFL YOUNG ADOLESCENTS TO PROMOTE HIGHER ORDER THINKING SKILLS: TEACHER’S STRATEGY, BENEFITS, AND CHALLENGES

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Sri Setyarini
Keyword(s):  
Teaching Practice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Report ◽  
Learning Approaches ◽  
Development Programs ◽  
Young Adolescents ◽  
Higher Order Thinking Skills ◽  
Scientific Approach

Higher Order Thinking as one of the main agendas in the Curriculum 2013 introduces several learning approaches – one of which is scientific approach. However, so far, the majority of English teachers in Indonesia still face some challenges due to their insufficient knowledge and experience in implementing this approach. This paper presents a research report on strategies of promoting higher order thinking skills (HOTS) in EFL young adolescents’ classroom through scientific approach. It aimed to investigate how HOTS was promoted in the EFL classroom, identify benefits gained by the teacher and the students from the implemented approach, and find out teacher’s challenges and solutions from the teaching practice. This study employed a case study involving a class of seventh grade students as research participants. To collect data, three instruments were used such as classroom observation, interview with the teacher and the students, and document analysis. The findings revealed that scientific approach with its components (observing, questioning, associating, exploring, and communicating) may promote students’ HOTS as seen from their enthusiasm and active participation in the classroom. The students also focused more on showing ideas, arguments, and views toward the questions from other groups as proved by their statements in the interview claiming that they were trained to do analysis, evaluation, and creation through learning activities. Meanwhile, the teacher stated that her challenges in teaching dealt with her limited experience and knowledge to implement this approach. To overcome them, she committed to join professional development programs and improve her linguistic skills.   Keywords:  EFL Classroom, Higher Order Thinking Skills, Scientific Approach, The Curriculum 2013, Young Adolescents

scholarly journals Teachers’ Beliefs About Classroom-Based Assessment

2020 ◽  
Vol 2019 (1) ◽  
pp. 547
Author(s):  
Adam Murray
Keyword(s):  
Self Efficacy ◽  
Language Use ◽  
Teaching Practice ◽  
Real Life ◽  
Effective Feedback ◽  
Early Stages ◽  
Language Tests ◽  
Teachers Beliefs ◽  
Belief Statements

In this paper, we report on the early stages of the development of the Classroom-Based Assessment Self-Efficacy Scale (CBA-SES), an instrument designed to examine how Japanese Teachers of English (JTEs) feel about classroom-based assessment. The questionnaire (31 items) consists of three sections: (a) teachers’ beliefs, (b) teachers’ self-efficacy, and (c) their own teaching practice. We pilot tested this instrument with 30 JTEs in order to assess its appropriateness and to get a better understanding of the tendencies and characteristics of JTEs. We found that the belief statements are suitable, but revision along with additional statements will be needed for self-efficacy and practice for the next version of the instrument. The participants believed language tests should resemble real-life language use. Notably, they were able to make such tests and were doing so in their teaching contexts. They also felt that effective feedback and the use of clear learning targets were important. 教室内評価の重要性が増しつつある中、日本人英語教師がそのような評価に対してどのように感じ、また実践しているのかを探るため、本研究では教師の自己評価を測る実験的な質問紙を作成し、現役の英語教師に回答を依頼した。質問紙は、信条（Belief）、自己効力感（Self-efficacy）、実践（Practice）の３セクションから成り、それぞれ、「評価はこうあるべき」、「このような評価を行うことができる」、「このような評価を実際に行っている」という側面の自己評価を測定した。その結果、信条に関する項目は適切であったが、自己効力感と実践に関するものについては次の本格的な実施に向けて修正や追加が必要であることが判明した。殆どの回答者が現実の言語使用を反映したテストの作成が重要と考え実践しようとしていること、また、明確な指導目標の設定と効果的なフィードバックの重要性を感じていることは注目すべきであった。

scholarly journals Evaluation of the Role of Nursing Institutions in the Implementation of Patient Safety by Nursing Students in 21st Century: Literature Review

2021 ◽  
Author(s):  
Dyah Wiji Puspita Sari ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Real Life ◽  
Infection Prevention And Control ◽  
Educational Institutions ◽  
Learning Approaches ◽  
Screening Process ◽  
Treatment Safety

Students' knowledge of the concept of patient safety in infection prevention and control and treatment safety is still low. Real-life problem-based learning approaches in the area of ​​clinical education assist in patient safety education. This study was designed to identify, evaluate and summarize available evidence on the effectiveness of clinical education on student achievement of patient safety competencies. The Methode that use in this study is systematic review. Search for articles in research journals obtained from Sciencedirect, Ebscohost, Garuda, Proquest and Scopus. As many as 228 articles were obtained consisting of nursing journals and health journals with the keywords clinical education, competence, and patient safety. After that, the screening process was carried out based on the inclusion criteria and obtained 25 articles that met the criteria. The result of this study are the contribution of educational institutions in the achievement of patient safety competencies for nursing students is still low and the achievement of patient safety competencies for students at the professional level is better than for students who are still learning theory in educational institutions. The conclusion of this study is clinical education carried out by educational institutions is considered ineffective in achieving the competence of patient safety for nursing students. Therefore, it is necessary to develop a patient safety model or curriculum that is attached to clinical education in nursing education institutions

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