scholarly journals A typology of educational democratic values: perspectives from teachers and students in Vietnamese secondary schools

2021 ◽  
pp. 1-16
Author(s):  
Tinh T.T Le ◽  
Dineke Tigelaar ◽  
Wilfried Admiraal
Keyword(s):  
Secondary Schools ◽  
Democratic Values ◽  
Teachers And Students

CLARITY IN SOCIAL INTELLIGENCE OF SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 66 (1) ◽  
pp. 3-13
Author(s):  
Ngo Phan Trong
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Social Intelligence ◽  
Secondary School Students ◽  
Communication Style ◽  
School Students ◽  
Teachers And Students ◽  
Medium Level ◽  
Survey Results ◽  
Learning From Others

This study was conducted on 1170 students at 10 secondary schools in 5 provinces in Vietnam. Survey results determined student's clarity on others at medium level. The Clarity to others of surveyed students was correlated with factors such as: communication style, communication trends and temperament of students in communicating and learning from others. The results of multiple linear regresion model of factors have been determined the prediction of the effects of the above factors. The predictive discovered models in the study have been useful suggestions for parents, teachers and students, helping them to improve Clarity in social intelligence of secondary school students.

scholarly journals Role of Educational Technology in Public and Private Institutes at Secondary School Level in District Karak (Khyber Pukhtunkhwa) Pakistan

2012 ◽  
Vol 2 (5) ◽  
pp. 39
Author(s):  
Qaiser Suleman ◽  
Ishtiaq Hussain ◽  
Zaitoon Akhtar
Keyword(s):  
Educational Technology ◽  
Secondary Schools ◽  
Secondary Level ◽  
School Level ◽  
Private Institutions ◽  
Chi Square ◽  
Public And Private ◽  
Secondary School Level ◽  
Teachers And Students

Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology

scholarly journals Application of Cause-and-Effect-Analysis for Evaluating Causes of Fire Disasters in Public and Private Secondary Schools in Ilorin Metropolis, Nigeria

2020 ◽  
pp. 1-11
Author(s):  
Alade E. Ilori ◽  
Bulus A. Sawa ◽  
Abdullahi A. Gobir
Keyword(s):  
Secondary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Target Population ◽  
Research Strategy ◽  
Exploratory Research ◽  
Public And Private ◽  
Effect Analysis ◽  
Fire Disaster ◽  
Teachers And Students

The contributions of fire disaster to the varying degrees of students’, staff and schools’ property and/or lives lost in secondary schools in Nigeria is recently alarming. The study assessed causes of fire disaster in public and private secondary schools in Ilorin metropolis, Nigeria. The objectives were to identify latent causes of fire disaster, use the fishbone diagram to illustrate and analyze the root-causes of fire disaster in secondary schools. The exploratory research strategy was used. The target population was 18 senior public and private secondary schools, Ilorin having 18 principals, 965 teachers and 3765 senior secondary 2 students. From the target population, simple random sampling technique through a pick and not-return balloting was employed to sample 72.22% of the principals, 14.8% each of the teachers and students. Data were collected through in-depth interviews, questionnaire, participatory observation, and were analyzed using cause-and-effects-analysis. The findings reveal fire disasters in public and private secondary schools in Ilorin metropolis are primarily caused by bush/waste burning, electrical fault/wiring, arson,  carelessness, and alcohol, smoking. Results also showed that the root-causes of fire phenomenon from the classic categories were setting undergrowth on fire, non-insulated wiring system and sparks from wrong connections, emotional induced from cultism rivalry among male teachers and students over a girl and superiority within and outside the school, mishandling of chemicals in various laboratories during experimentation, and lack of proper fencing of school compound. The study recommends that schools in the metropolis should prepare and anticipate future fire tragedy. Consequently, since there are several factors responsible for fire incidents, further studies could be conducted to clarify the sequence or magnitude of each cause of the fire outbreak.

scholarly journals Social Justice Across The English Curriculum In Indonesian Secondary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Sugiono Sugiono
Keyword(s):  
Social Justice ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Relevant Literature ◽  
Knowledge And Skills ◽  
English Curriculum ◽  
Classroom Activities ◽  
School Based ◽  
Curriculum Framework ◽  
Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just.  This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature.  The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

Teacher and Student Reciprocal Agency in Odds-Beating Schools

2020 ◽  
Vol 122 (12) ◽  
pp. 1-34
Author(s):  
Aaron Leo ◽  
Kristen C. Wilcox ◽  
Catherine Kramer ◽  
Hal A. Lawson ◽  
Mina Min
Keyword(s):  
New York ◽  
English Language Learners ◽  
Secondary Schools ◽  
English Language ◽  
Research Question ◽  
Qualitative Comparative Analysis ◽  
Student Agency ◽  
Teachers And Students ◽  
Graduation Outcomes ◽  
High Diversity

Background/Context In the field of education, the lens of agency has provided a valuable conceptual alternative to deterministic portrayals of schools as oppressive institutions where teachers and students have little power over the conditions in which they teach and learn. A number of studies have investigated teacher and student agency, but few have explored the relationships between the two, particularly in regard to how teacher and student agency relate in high-need and high-diversity contexts with exemplary student graduation outcomes. Purpose/Focus of the Study In an effort to address the paucity of research investigating the relationships of teacher and student agency, this analysis draws on seven qualitative case studies of secondary schools achieving a trend of above-predicted (i.e., odds-beating) graduation outcomes. We pursued the overarching research question: What are the relationships between teacher and student agency in odds-beating schools? Setting The study took place in a purposeful sample of odds-beating secondary schools identified through multiple regression analyses. The sample included schools in rural, suburban, and more urban communities and were distributed across various geographic regions in the state of New York. All schools shared a pattern of above-predicted graduation outcomes, taking into account student demographic factors (percentage of students economically disadvantaged, African American/Black, Hispanic/Latinx, and English language learners). All schools met the criteria of being within the normal range for wealth ratio as well. Research Design This qualitative multiple case study focused on data generated from interviews and focus groups with 302 participants, including teachers, student support specialists, and school and district leaders, as well as field notes gathered during guided school tours, and documents. These data were analyzed using qualitative comparative analysis methods in multiple phases of deductive and inductive coding. Conclusions Study findings indicate that when teachers are offered opportunities to act as agents, they tend to offer opportunities to their students similarly. This research also suggests that affordances for teachers to assert agency can mitigate the constraining effects of state accountability system compliance-oriented practices. We conclude that teacher and student reciprocal agency merits further study and offers theoretical insights of particular import in high-needs and high-diversity school contexts.

Reinforcing information literacy development through a subject-focused resource-based project

2016 ◽  
Vol 50 (4) ◽  
pp. 386-398
Author(s):  
Halida Yu ◽  
A. Abrizah ◽  
Rafedzi E.R.K ◽  
Siti Nurul Maryam Abdullah
Keyword(s):  
Secondary Schools ◽  
Information Literacy ◽  
Literacy Development ◽  
Learning Experience ◽  
Information Gathering ◽  
Individual Interviews ◽  
School History ◽  
Student Focus ◽  
Teachers And Students ◽  
Group Interviews

This paper discusses the findings of research investigating the implementation of a resource-based school history project in Malaysian secondary schools. It seeks to understand how the project contributes towards students’ information literacy development. The study took place in selected secondary schools in Kuala Lumpur, Malaysia. A total of 23 students and 5 teachers from four schools participated in the study, employing (a) student focus group interviews, (b) teacher individual interviews, (c) observation, and (d) document analysis as the data collection techniques. In general, although the history project is considered a “research” project by teachers and students, it is found to be a cursory information-gathering and information-compilation type of assignment, which is fully guided by the project guidelines or instructions. While teachers employ a mixture of teaching approaches in the project instruction, the efforts are concentrated on subject matter-related issues such as subject content and project instructions fulfillment. The larger learning experience such as information literacy and learning skills development, as well as research and report writing enhancement, appear to be overlooked in the instructions. The findings also show that (a) information literacy is loosely defined, (b) the “information gathering and information compilation” of the project task is of a superficial nature, and (c) inadequate guidance from teachers has resulted in low information literacy development among students. This study highlights the critical need to address information literacy in the education system, design resource-based assignments with a clear information literacy focus, and the importance of support from teachers for successful development. It provides a foundation for further research on the development of information literacy-focused resource-based school project assignments.

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