Ready for the Twenty-first Century? The Impact of Curriculum Reform on Geography Education in Upper Secondary Schools in Switzerland

2001 ◽  
Vol 10 (4) ◽  
pp. 411-428 ◽  
Author(s):  
Sibylle Reinfried
Keyword(s):  
Secondary Schools ◽  
Curriculum Reform ◽  
Geography Education ◽  
First Century ◽  
Upper Secondary ◽  
Twenty First Century ◽  
The Impact ◽  
Upper Secondary Schools

scholarly journals The effects of school closures on SARS-CoV-2 among parents and teachers

2021 ◽  
Vol 118 (9) ◽  
pp. e2020834118 ◽  
Author(s):  
Jonas Vlachos ◽  
Edvin Hertegård ◽  
Helena B. Svaleryd
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Infection Rate ◽  
Online Instruction ◽  
School Closures ◽  
Upper Secondary ◽  
Containment Measure ◽  
The Impact ◽  
Upper Secondary Schools ◽  
Lower Secondary Schools

To reduce the transmission of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper-secondary schools moved to online instruction, while lower-secondary schools remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impact of moving to online instruction on the incidence of SARS-CoV-2 and COVID-19. We find that, among parents, exposure to open rather than closed schools resulted in a small increase in PCR-confirmed infections (odds ratio [OR] 1.17; 95% CI [CI95] 1.03 to 1.32). Among lower-secondary teachers, the infection rate doubled relative to upper-secondary teachers (OR 2.01; CI95 1.52 to 2.67). This spilled over to the partners of lower-secondary teachers, who had a higher infection rate than their upper-secondary counterparts (OR 1.29; CI95 1.00 to 1.67). When analyzing COVID-19 diagnoses from healthcare visits and the incidence of severe health outcomes, results are similar for teachers, but weaker for parents and teachers’ partners. The results for parents indicate that keeping lower-secondary schools open had minor consequences for the overall transmission of SARS-CoV-2 in society. The results for teachers suggest that measures to protect teachers could be considered.

scholarly journals School closures and SARS-CoV-2. Evidence from Sweden’s partial school closure

2020 ◽  
Author(s):  
Jonas Vlachos ◽  
Edvin Hertegård ◽  
Helena Svaleryd
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Infection Rate ◽  
Online Instruction ◽  
School Closure ◽  
School Closures ◽  
Upper Secondary ◽  
Containment Measure ◽  
The Impact ◽  
Upper Secondary Schools

AbstractTo reduce the transmission of SARS-CoV-2 most countries closed schools, despite uncertainty if school closures are an effective containment measure. At the onset of the pandemic, Swedish upper secondary schools moved to online instruction while lower secondary school remained open. This allows for a comparison of parents and teachers differently exposed to open and closed schools, but otherwise facing similar conditions. Leveraging rich Swedish register data, we connect all students and teachers in Sweden to their families and study the impact of moving to online instruction on the incidence of SARS-CoV-2 and COVID-19. We find that among parents, exposure to open rather than closed schools resulted in a small increase in PCR-confirmed infections [OR 1.17; CI95 1.03–1.32]. Among lower secondary teachers the infection rate doubled relative to upper secondary teachers [OR 2.01; CI95 1.52–2.67]. This spilled over to the partners of lower secondary teachers who had a higher infection rate than their upper secondary counterparts [OR 1.29; CI95 1.00–1.67]. When analyzing COVID-19 diagnoses from healthcare visits and the incidence of severe health outcomes, results are similar for teachers but weaker for parents and teachers’ partners. The results for parents indicate that keeping lower secondary schools open had minor consequences for the overall transmission of SARS-CoV-2 in society. The results for teachers suggest that measures to protect teachers could be considered.

scholarly journals The impact of the COVID-19 school closure on adolescents' use of mental healthcare services in Sweden

2021 ◽  
Author(s):  
Helena B Svaleryd ◽  
Evelina Bjorkegren ◽  
Jonas Vlachos
Keyword(s):  
Mental Health ◽  
Secondary Schools ◽  
Secondary Students ◽  
Mental Healthcare ◽  
Healthcare Services ◽  
School Closure ◽  
Behavioral Disorder ◽  
Upper Secondary ◽  
The Impact ◽  
Upper Secondary Schools

Background School closures used to contain the COVID-19 pandemic may have negative impacts on students' mental health but credible evidence is scarce. Sweden moved upper-secondary students to remote learning but, as the only country in the OECD, kept schools at lower levers open throughout the pandemic. Methods Using nationwide register data, we estimate the difference in the use of mental healthcare services between upper- and lower-secondary students during the pandemic, and relate this to the same group difference prior to the pandemic. For the main analysis, this difference-in-difference approach is applied to the period April-June 2020 when upper-secondary schools were fully closed. We also study the periods July-December 2020 when upper-secondary schools were largely open, and January-March 2021 when they were partially closed. We study the impact on all contacts with hospitals and specialist psychiatric care due to mental and behavioral disorder, as well as prescriptions for antidepressants, insomnia, and ADHD drugs. Findings Compared with expected rates, the use of mental healthcare services among upper-secondary students fell by -3.71 [CI95 -5.52 to -1.91] cases per 1000 during April-June 2020, largely due to a reduction in depression and anxiety-related diagnoses (-1.49; CI95 [-2.36 to -0.63]) and prescriptions (-1.80; CI95 [-2.93 to -0.68]). This reduction in the use of mental healthcare services corresponds to a 4.36% CI95 [-6.47 to -2.25]) decrease compared to the level prior to the pandemic. The decrease compared to expected rates persists through July-December 2020 (-3.55%; CI95 [-5.38 to -1.71]) and January-March 2021 (-5.23%; CI95 [-7.24 to -3.21]). The reduction is stronger among students in the 2nd (-5.06%; CI95 [-8.02 to -2.09]) and 3rd (-4.86%; CI95 [-8.19 to -1.53]) year of upper-secondary school. The decrease is concentrated to students who was not in contact with mental healthcare services earlier in the academic year (-16.70%; CI95 [-22.20 to -11.20]). The relative reduction is largest for unplanned care (-13.88%; CI95 [-19.35 to -8.42]) and care at emergency units (-18.19%; CI95 [-26.44 to -9.92]). Interpretation Closing upper-secondary schools in Sweden reduced use of mental healthcare services. There is no indication of this being due to reduced accessibility. In a setting with no strict lockdown, moving to online teaching for a limited period did not worsen mental health among students in upper-secondary schools.

scholarly journals Grammar as an “Art of Lettes” in Foreign Language Teaching (A Study of Teaching English Verb Tenses in Lower and Upper Secondary Schools)

2018 ◽  
Vol 8 (1) ◽  
pp. 76-93
Author(s):  
Jana Harťanská ◽  
Ivana Horváthová ◽  
Zdenka Gadušová
Keyword(s):  
Secondary Schools ◽  
Structured Interview ◽  
Research Data ◽  
Present Perfect ◽  
Main Research ◽  
Upper Secondary ◽  
Interview Methods ◽  
Research Findings ◽  
The Impact ◽  
Upper Secondary Schools

AbstractIntroduction: This paper focuses on the issue of teaching verb tenses in Slovak lower and upper secondary schools – in particular, on teaching three grammatical tenses (Present Simple, Present Continuous, and Simple Present Perfect) and the learner’s ability to use them. It also identifies the mistakes made by the learners in the research sample, causes of their mistakes, and suggests ways of eliminating these errors.Methods: The paper presents the research data collected using quantitative (questionnaire and achievement test) and qualitative (lesson observation and semi-structured interview) methods. The data are analysed, compared, and conclusions for school practice are drawn.Results: The main research findings show how the three tenses are taught, identify the impact of the ways they are taught on the ability of lower and upper secondary school learners to use them, and outline the errors they commit. The authors seek to explain the errors and suggest possible ways of eliminating them.Discussion: The current study is compared to research data presented by Gadušová and Harťanská (2002), Hlava (2012) and Lojová (2016). All of them consider the practical application of grammatical functions significant in spontaneous and meaningful communication.Limitations: Regarding the limitations of the research findings, the research sample of five interviewed teachers is too small either to make generalizations or to claim that the conducted research is fully reliable.Conclusions: The research findings demonstrate that teaching the verb tenses in lower and upper secondary schools lacks sufficient contextualised communicative activities for practising the discussed grammar items.

Conclusion

2018 ◽  
Author(s):  
Emily Thomas
Keyword(s):  
Early Modern ◽  
First Century ◽  
Philosophical Theology ◽  
Time And Space ◽  
Modern Thought ◽  
Metaphysics Of Time ◽  
Twenty First Century ◽  
The Impact

This Conclusion draws the study to a close, and recounts its developmental theses. The first thesis is that the complexity of positions on time (and space) defended in early modern thought is hugely under-appreciated. An enormous variety of positions were defended during this period, going far beyond the well-known absolutism–relationism debate. The second thesis is that during this period three distinct kinds of absolutism can be found in British philosophy: Morean, Gassendist, and Newtonian. The chapter concludes with a few notes on the impact of absolutism within and beyond philosophy: on twenty-first-century metaphysics of time; and on art, geology, and philosophical theology.

scholarly journals Religiosity as a factor protecting against problem behaviour in adolescence

2015 ◽  
Vol 21 (1-2) ◽  
pp. 63-89
Author(s):  
Iwona Niewiadomska ◽  
Rafał P. Bartczuk ◽  
Joanna Chwaszcz ◽  
Stanisław Fel ◽  
Weronika Augustynowicz ◽  
...  
Keyword(s):  
Problem Behaviour ◽  
Problem Behaviours ◽  
Upper Secondary ◽  
The Impact ◽  
The Relationship ◽  
Moderating Role ◽  
Upper Secondary Schools ◽  
Conceptual Work ◽  
Different Levels

Abstract This article explores the question, to what degree religiosity contributes, as a protecting factor against a broad category of socially deviant adolescent and youth behaviours. It also tests the hypothesis that gender plays a moderating role in the relationship between religiosity and problem behaviour. It employs a modified version of the Problem Behaviour Syndrome Measure (PBSM), in concert with Jessor and Jessor’s conceptual work. It also makes use of the Duke Religion Index (DUREL) to assess religiosity. The empirical study deals with a representative group of 960 students of upper-secondary schools in the Lubelskie province, Poland. The results were analyzed using canonical analysis and ANOVA. The achievements of the article are twofold. First, it identifies significant correlations between the different levels of religiosity among youth, and the occurrence and intensification of problem behaviours, particularly in regard to organized activity. Organized and intrinsic religiosity play principal protective roles, while the impact of personal religious practices is less significant. Secondly, while analyzing the moderating role of gender in the relationship between religiosity and the intensity of problem behaviour, it was found that gender does not have a significant interactive impact. An affirmative conclusion was confirmed in only two instances.

scholarly journals A Twenty-First Century Guidebook for Applied Dynamical Systems

2006 ◽  
Vol 1 (4) ◽  
pp. 279-282 ◽  
Author(s):  
A. R. Champneys
Keyword(s):  
Dynamical Systems ◽  
21St Century ◽  
Vector Fields ◽  
Nonlinear Oscillations ◽  
First Century ◽  
Twenty First Century ◽  
The Impact ◽  
Young Researchers

This paper represents the author’s view on the impact of the book Nonlinear Oscillations, Dynamical Systems and Bifurcations of Vector Fields by John Guckenheimer and Philip Holmes, first published in 1983 (Springer-Verlag, Berlin). In particular, the questions addressed are: if one were to write a similar book for the 21st century, which topics should be contained and what form should the book take in order to have a similar impact on the modern generation of young researchers in applied dynamical systems?

Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China

2021 ◽  
Author(s):  
Wai-Chung Ho
Keyword(s):  
Music Education ◽  
Identity Formation ◽  
Cultural Values ◽  
Mainland China ◽  
Cultural Development ◽  
First Century ◽  
Greater China ◽  
Twenty First Century ◽  
China Mainland ◽  
The Impact

Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China – Mainland China, Hong Kong, and Taiwan – and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho’s substantive research interests include the sociology of music, China’s education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.

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