scholarly journals Secondary school admissions in England 2001 to 2008: changing legislation, policy and practice

2011 ◽  
Vol 37 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Anne West ◽  
Eleanor Barham ◽  
Audrey Hind
Keyword(s):  
Secondary School ◽  
Policy And Practice

scholarly journals Training music teachers in England – what is the music that is being taught in secondary schools?

2020 ◽  
pp. 262
Author(s):  
Martin Fautley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Research Evidence ◽  
Music Teachers ◽  
Policy And Practice ◽  
Governmental Regulation ◽  
International Audience

This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teaching and learning which are contentious, and which can have an exclusory function. Finally, it suggests that an international audience may have much to learn from this situation.

scholarly journals Environmental Education is History: The Extent to Which Modern History Education Adopts Characteristics of Socially Critical Environmental Education

2006 ◽  
Vol 22 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Clayton Barry
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Research Study ◽  
History Education ◽  
Modern History ◽  
School Subject ◽  
Policy And Practice ◽  
History Teachers

AbstractThis paper reports on a research study that investigated the extent to which the Queensland secondary school subject Modern History adopts characteristics of socially critical environmental education. The study found that while the Modern History syllabus gives ample opportunities for students to focus their inquiries on environment, Modern History teachers had overlooked this aspect of the syllabus. More positive findings of this research are that both the syllabus and teachers adopt many characteristics of socially critical environmental education. In particular, the values, political and emancipatory characteristics feature strongly in both policy and practice. To a lesser extent, both the holistic and issues-based characteristics are represented. Finally, this research study shows that the action characteristic, as defined in socially critical environmental education, is clearly neglected. Despite this, there is a case to be made for Modern History to be used as a vehicle for socially critical environmental education in Queensland schools.

scholarly journals Conceptualising Primary-Secondary School Transitions: A Systematic Mapping Review of Worldviews, Theories and Frameworks

2021 ◽  
Vol 6 ◽  
Author(s):  
Divya Jindal-Snape ◽  
Jennifer E. Symonds ◽  
Elizabeth F. S. Hannah ◽  
William Barlow
Keyword(s):  
Secondary School ◽  
Empirical Studies ◽  
School Transitions ◽  
Policy And Practice ◽  
Theoretical Frameworks ◽  
Systematic Mapping ◽  
Theoretical Understanding ◽  
Secondary School Transition ◽  
Mapping Review ◽  
Systematic Mapping Review

There is continued interest internationally in primary-secondary school transitions. Fourteen literature reviews of primary-secondary transitions have been published over the last 20 years, however none of them have systematically analysed primary-secondary school transition ontology, i.e., researchers’ worldviews, theories/models and frameworks. This is a major gap in these reviews and the papers published in this area; this is of concern as it is difficult to trust the robustness of a study if its foundation, such as researchers’ conceptualisation of transitions, is not visible. Therefore, using the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) approach, we undertook a systematic mapping review, of empirical studies published internationally between 2008 and 2018. Our objectives were to explore researchers’ and research participants’ conceptualisation of transitions, the conceptual framework used by the researchers and their discourse about transitions. Of the 96 studies included in this systematic mapping review, most had not clearly defined transition, and even when conceptualisation was explicit, it did not underline the research design or frame the findings. Most researchers adopted previously used theoretical frameworks.These theoretical frameworks can be beneficial; however, as the researchers did not adapt or develop them in the context of transitions research, it limits a meta-theoretical understanding of transitions. Further, the majority did not report study participants’conceptualisation of transitions. Similarly, a large number of researchers adopted a negative discourse about primary-secondary school transitions, with some using a mixed discourse and only two papers had a primarily positive discourse. This systematic mapping review is original and significant as it is the first study to provide a review of school transitions ontology and offers unique insights into the conceptual and methodological gaps that international transitions researchers should address.

scholarly journals Bringing Policy and Practice To the Table: Young Women’s Nutritional Experiences In An Ontario Secondary School

2015 ◽  
Vol 24 (2) ◽  
Author(s):  
Sarah Gray
Keyword(s):  
Secondary School ◽  
Children And Adolescents ◽  
Young Women ◽  
School Environment ◽  
Large Scale ◽  
Eating Behaviours ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Nutrition Messages ◽  
The Government

In recent years, media, health organizations and researchers have raised concern over the health of Canadian children and adolescents. Stakeholders have called on the government to confront the problem. Schools are seen as an ideal site for developing and implementing large-scale interventions because of the ease of access to large groups of children and adolescents. Within Ontario, new nutrition policies, such as the School Food and Beverage Policy (2011) have been implemented in an attempt to change the current health status of children and adolescents. The purpose of this study was to examine the eating behaviours and nutrition knowledge of young women in an Ontario secondary school.  Semi-structured interviews were used to examine the reproduction, negotiation and resistance to the nutrition messages received by young women within the school environment. The interviews revealed the influence of parents, the inability of apply learned knowledge and the ineffectiveness of the school environment. 

scholarly journals The association between screen time and psychological distress in Norwegian adolescents

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A L Kleppang ◽  
A M Steigen ◽  
H S Finbråten
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Health Policy ◽  
Psychological Distress ◽  
Secondary School ◽  
Public Health Policy ◽  
Screen Time ◽  
Policy And Practice ◽  
Health Policy And Practice ◽  
The Impact

Abstract Background The use of screens, especially mobile devices like tablets and smartphones have increased over the last years, and have become an integrated part of modern life. Adolescents today spend a lot of their time using screens both at school and outside school. The concerns about the impact of screens on adolescents are growing, and some expert groups have suggested controlling screen time for children and young adults. Because research is limited and screen-based utilization technologies and their patterns are changing rapidly, it is important to examine their impacts on mental health. This can help to guide public health policy on consequences of, and potential limits on screen time. The purpose of this study is to study the association between screen time and psychological distress among adolescents. Methods This study is based on self-reported cross-sectional data from the Ungdata survey conducted in 2018. The target group comprised 6777 adolescents from secondary schools in Norway. Ten items on depression and anxiety symptoms were used to create a composite measure of psychological distress. Binomial logistic regression was used to analyse the association between screen time and psychological distress. Results Preliminary results showed that the odds for psychological distress were higher for those who used screens more than 2 hours per day after school (OR: 1.83, 95% CI: 1.60-2.09), compared to those who used screens 2 hours and less per day. Further, the odds of having psychological distress were higher in girls compared to boys (OR: 3.49, 95% CI: 3.14-3.87), and in upper secondary school compared to lower secondary school (OR: 1.41, 95% CI: 1.25-1.58). Conclusions Two hours or more used on screens per day was associated with significantly higher odds for psychological distress. Hence, public health policy and practice should pay attention to consequences of screen time use in adolescence. Additional research is needed to further explore these associations. Key messages Public health policy and practice should pay attention to screen time in adolescence and its association with psychological distress. This knowledge is important to enhance mental health in adolescence.

scholarly journals Issues in combining continuous assessment scores with external examination scores for certification at the basic and secondary school levels

2000 ◽  
Vol 3 ◽  
pp. 110-127
Author(s):  
F. K. Amedahe
Keyword(s):  
Secondary School ◽  
Teacher Assessment ◽  
Continuous Assessment ◽  
Policy And Practice ◽  
Policy Makers ◽  
External Examination ◽  
Assessment Scores ◽  
Teacher Assessments ◽  
Senior Secondary

Combining continuous assessment scores with external examination scores for the certification and selection of junior and senior secondary school graduates has gained currency in some countries, including Ghana and Nigeria. While the rationale behind combining continuous assessment scores with external examination scores appears to be sound, there are some fundamental issues which must be understood and addressed by policy makers and practitioners in order to make informed decisions concerning the practice. This paper addresses some relevant issues relating to the policy and practice of combining the two sets of scores for certification. The issues include differences in the quality of teacher assessments and external examinations, methods of moderating teacher assessment scores before combining them with external examination scores and challenges of moderating teacher assessment scores. Some suggestions are made concerning how some of the issues may be resolved.

scholarly journals The Impact of Professional Development on Beginning Teachers’ Practices in One Secondary School

2010 ◽  
Vol 19 (2) ◽  
Author(s):  
Marjorie Hinds ◽  
Marie-Josée Berger
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Classroom Management ◽  
Beginning Teachers ◽  
Instructional Strategies ◽  
Collective Efficacy ◽  
Research Policy ◽  
Policy And Practice ◽  
Organizational Policies ◽  
The Impact

A case study was conducted in 2004-2005 on the professional development experiences of beginning teachers (1-5 years of experience) in an Ontario, Canada secondary school (Grades 7-12) and the impact of those experiences in improving their practices. For comparative purposes, the study included the perspectives of administrators from the same school on the impact of professional development on these teachers. The findings revealed that the literacy training program was successfully implemented at the school and positively affected beginning teachers’ knowledge, instructional strategies, and planning practices. Other findings indicated that beginning teachers needed subject content and instructional strategies, ongoing mentoring, and skills in both classroom management and mapping the curriculum. Based on the findings of the study, a new framework for professional development is suggested. A number of recommendations propose ways of connecting research, policy and practice that could ultimately improve the effectiveness of professional development programs for beginning teachers.   Key words: teacher professional development, beginning teacher, adult learning, self-efficacy, collective efficacy, supervision, organizational policies and culture

Building Knowledge for Technology Integration in Learning to Teach Secondary School Mathematics

2019 ◽  
pp. 24-46
Author(s):  
Rachel Angela Ayieko ◽  
Elif Nagihan Gokbel ◽  
Ahmet Oğuz Akçay
Keyword(s):  
Technology Integration ◽  
Secondary School ◽  
Secondary Mathematics ◽  
Teacher Preparation Programs ◽  
Mathematics Methods ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Preservice Mathematics Teachers

Teachers' knowledge for teaching mathematics in secondary school is incomplete without the inclusion of knowledge of technology integration in teaching. Developing technology pedagogical content knowledge (TPACK) of pre-service teachers is essential in teacher preparation programs because PSTs gain knowledge of how to use technology in mathematics teaching before beginning their practice. This study investigates how preservice mathematics teachers' TPACK emerges during the secondary mathematics methods and field-based courses. The instructors supported the growth of PSTs' knowledge for teaching secondary mathematics and integrating technology in the method courses. The evidence of TPACK knowledge included data from lesson plans and lesson reflections, technology presentations, and semi-structured exit interviews through content analysis. Recommendations for policy and practice are elaborated.

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