A Coalition of Good Will: History Instruction in Secondary Education

2020 ◽  
pp. 218-231
Author(s):  
Yoni Furas
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Postsecondary Education ◽  
Population Analysis ◽  
Student Population ◽  
Ivy League ◽  
History Instruction ◽  
History Teaching ◽  
The Relationship ◽  
Matriculation Exam

Chapter 7 is dedicated to secondary education and the matriculation exam. Although only comprising a fraction of the student population, these private and governmental schools represented Palestine’s Ivy League. History instruction in these schools, which was heavily influenced by the Department’s Matriculation exam, was frequently discussed in meetings of the Palestine Board for Higher Studies (PBHS) that oversaw secondary and postsecondary education. This pedagogical attention was clearly disproportional to its quantitative share in the student population. Analysis of PBHS’ internal debates and the history syllabi of secondary schools sheds much light on the relationship between history teaching, identity, and nationalism.

MENTORING STYLES AND THEIR CONTRIBUTION TO PEDAGOGICAL AND DIDACTIC COMPETENCE DEVELOPMENT

2019 ◽  
Vol 1 ◽  
pp. 131
Author(s):  
Nijolė Čiučiulkienė ◽  
Rita Mičiulienė
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Professional Identity ◽  
Student Teachers ◽  
Competence Development ◽  
Reciprocal Relationship ◽  
Pedagogical Practice ◽  
Analysis Method ◽  
Mentoring Relationship ◽  
The Relationship

The current educational theoretical and practical discourse intensively highlights the issue of the relationship between the mentor and mentee, in other words, the style of mentoring. The issue of influence of mentoring style to the development of mentees’ pedagogical and didactic competencies is still not sufficiently investigated. The purpose of the study is to explore mentoring styles and examine their contribution to the development of pedagogical didactic competencies of mentees. Reflective reports of student teachers (N=10) who had their internship practice in secondary schools, were analyzed using content (deductive) analysis method. The findings suggest that emerging mentoring style depends on the age and the previous pedagogical experience of mentee’s: young and having no pedagogical practice mentees tend to follow the traditional-hierarchical mentoring relationship, while older and with some pedagogical experience mentees prefer to practice reciprocal relationship with their mentors. Anyway, in both highlighted cases, the emphasis of mentors is placed on the development of didactical competencies rather than pedagogical. The prevailing mentor – mentee relationship in secondary education and implications for the professional identity of student teachers are discussed as well. 

scholarly journals The Evaluation of the Effectiveness of the Laboratory Centers of the Technical and Vocational Secondary Schools in Athens, Greece

2018 ◽  
Vol 2 (1) ◽  
pp. 33
Author(s):  
Vasiliki Brinia ◽  
Georgios Manioudakis
Keyword(s):  
Labor Market ◽  
Secondary Education ◽  
Secondary Schools ◽  
Research Method ◽  
Training Needs ◽  
Educational Process ◽  
Education Administration ◽  
Local Society ◽  
Teachers Training ◽  
The Relationship

In the present research we evaluated the effectiveness of the Laboratory Centers (L.C.) of the Technical and Vocational Secondary Schools in Athens, Greece in relation to the needs of the labor market, through teachers’ and graduates’ point of views. The research method followed was quantitative and concerned the L.C. that are subject to the Athens Secondary Education Administration. The findings of the research reveal that the curricula that are implemented by the L.C. are effective, as they meet the needs of the labor market, but they also highlight significant problems related to the lack of connection between the Greek L.C. and the local society and labor market as well as problems related to the laboratory infrastructures and to the teachers’ training needs. The originality of the present study lies in the participation of L.C. graduates, who contributed to the revelation of the main obstacles that arise in the relationship between the educational process and the real educational needs.

scholarly journals Los procesos de implementación de los programas de mejora del aprendizaje y el rendimiento (PMAR). Perspectivas del profesorado, el alumnado y las familias//Processes of implementation of the programs for the improvement of the learning and the performance (PMAR). Perspectives of teachers, students and families

2018 ◽  
Vol 28 (3) ◽  
pp. 133 ◽  
Author(s):  
Joan Amer Fernández ◽  
Andreu Mir Gual
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Methodological Approach ◽  
School Dropout ◽  
Educational Quality ◽  
Educational Trajectories ◽  
Student Profiles ◽  
Relationship Of ◽  
The Relationship

RESUMEN Los Programas de Mejora del Aprendizaje y el Rendimiento (PMAR) son activados con la aprobación de la Ley Orgánica para la Mejora de la Cualidad Educativa (LOMCE) de 9 de Diciembre de 2013. Estos programas se enmarcan entre los programas de atención a la diversidad planteados desde la orientación educativa para combatir los procesos de desenganche, fracaso y abandono escolar. El artículo se propone como objetivo central analizar el incipiente proceso de implementación de los PMAR, a través de las valoraciones del alumnado, equipos docentes y familias. En concreto, se analiza el componente pedagógico del programa, el papel del profesorado, el perfil del alumnado y la relación del programa con sus trayectorias educativas. El enfoque metodológico es de carácter cualitativo y descriptivo, basado en entrevistas exploratorias. Con este objetivo, se han realizado entrevistas en tres centros educativos del municipio de Palma (Mallorca). Se han llevado a cabo un total de 14 entrevistas en las cuales han participado alumnado, docentes y familias. Los principales resultados apuntan una buena aceptación del programa, una inquietud por la reincorporación a la vía ordinaria (4º ESO) tras participar en el programa, un acento en la dimensión conductual y del rendimiento de los alumnos y unas trayectorias marcadas por las dificultades de aprendizaje.ABSTRACT Programs for the improvement of the learning and the performance (PMAR, acronym after the name in Spanish) are activated with the pass of the Organic Law for the improvement of the Educational Quality (LOMCE) of 9th December 2013. From a view of educational orienteering, these programs are embedded within the programs for the attention to the diversity to overcome processes of school dropout and failure. This article analyses the recent process of implementation of PMAR, through the opinions of the students, teachers and families. Specifically, it is studied the pedagogical component of the program, the role of the teachers, the student profiles and the relationship of the program with their educational trajectories. The methodological approach is qualitative and descriptive, based on interviews. With this goal, interviews have been undertaken in three secondary schools of the municipality of Palma (Mallorca). 14 interviews have been done, to students, teachers and families. Main results highlight a good acceptance of the program, concern about the reincorporation to the regular way (4th of Secondary Education) after participating in the program, a stress in the behavioural dimension and of the performance of the students, and trajectories defined by their difficulties for learning.

Assessing the Development of Operator Trust in Automation: A Longitudinal Study of an Autonomous Campus Shuttle

2020 ◽  
Vol 64 (1) ◽  
pp. 1421-1425
Author(s):  
Margaret Fowler ◽  
Farzan Sasangohar ◽  
Bob Brydia
Keyword(s):  
Longitudinal Study ◽  
Significant Relationship ◽  
Autonomous Vehicle ◽  
Student Population ◽  
Tier 1 ◽  
Trust In Automation ◽  
Operational Issues ◽  
The Relationship ◽  
Over Time

A large public tier-1 university hosted an autonomous vehicle on campus for a 12-week demonstration. Throughout the deployment, the vehicle was operated autonomously and used 5 safety operators from the student population to take over shuttle operations, as necessary. Daily and weekly surveys as well as pre-and post-study interviews were used to investigate how operators’ trust developed and changed over time as well as the relationship between trust and operational issues that varied in severity. Results revealed that there was not a significant relationship between trust and severity of operational issues. Trust levels appeared to remain relatively consistent before, during and after the deployment.

Boards of Governors' Roles and Management of Government Aided Secondary Schools in Kyenjojo District, Uganda

2018 ◽  
Vol 1 (2) ◽  
pp. 138-150
Author(s):  
Hellen Kabasinguzi Wataba ◽  
Nafiu Lukman Abiodun
Keyword(s):  
Secondary Schools ◽  
Significant Relationship ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Head Teachers ◽  
Correlational Research ◽  
Interview Guide ◽  
Major Predictor ◽  
And Control ◽  
The Relationship

This study sought to establish the relationship between boards of governors' (BOGs) roles and management of government aided secondary schools in Kyenjojo District. The objectives were to establish the relationship between BOGs' planning role and management of government aided secondary schools, to establish the relationship between BOGs' supervisory role and management of government aided secondary schools, to establish the relationship between BOGs' control role and management of government aided secondary schools; and to determine the major predictor of management of government aided secondary schools out of the three aspects of BOGs' roles. A correlational research design was used. A total of 90 respondents drawn from 108 BOGs and nine head teachers were selected as sample for the study using stratified random sampling and census inquiry respectively. The instruments used were questionnaire and interview guide. Quantitative data was analysed using Pearson product-moment correlation and regression, while thematic analysis was used on qualitative data. The study found a statistically moderate positive and significant relationship between BOGs' planning role and management of government aided secondary schools (r=.626, p=.000); a statistically moderate positive and significant relationship between BOGs' supervisory role and management of government aided secondary schools(r=.591, p=.000); and a statistically weak positive and significant relationship between BOGs' control role and management of government aided secondary schools(r=.280, p=.015). All the three aspects of BOGs roles account for 38.4% of the influence on management of government aided secondary schools in Kyenjojo district (adjusted r2=0.384, p=.000). The researchers recommend that BOGs should be well trained in management of schools in order to be effective in their work. Head teachers should not be dictators but create a conducive climate for planning, supervision and control by the BOGs.

METHODOLOGY FOR USING LOCAL SOURCES IN TEACHING HISTORY IN SECONDARY SCHOOLS

2021 ◽  
Vol 4 (7) ◽  
pp. 29-33
Author(s):  
Nazokat M. Bozorova ◽  
Keyword(s):  
Secondary Schools ◽  
History Teaching ◽  
Teaching History ◽  
Local Sources ◽  
Creative Spirit

oday it has been scientifically proven that the use of the latest methods in the study of history leads to very good results. The use of local sources is becoming more and more important, especiallywhen teaching history in schools. Since the use of local sources in the classroom helps to increase the interest of students in a particular period of history, to expand their imagination. At the same time, it helps to develop a creative spirit in students. This article describes a methodology for using local sources in history teaching

Exploring Psychosocial Determinants of Diversity Sensitive Task Perception and Behavioural Intentions in a Health Care Student Population: Recommendations for Diversity Education in Health Care

2021 ◽  
Author(s):  
Laura Van Raemdonck ◽  
Stijn Schelfhout ◽  
Wendelien Vantieghem ◽  
Riya George ◽  
Stéphanie De Maesschalck ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Student Population ◽  
Diversity Education ◽  
Care Providers ◽  
Psychosocial Determinants ◽  
Health Care Students ◽  
Behavioural Intentions ◽  
Task Perception ◽  
The Relationship

Abstract Background: Diversity sensitive task perception and diversity sensitive behavioural intentions are strong predictors of diversity sensitive care. Nevertheless, it has been less clear which psychosocial determinants are affecting these concepts in health care providers. This article also explores whether there are differences in relationships between these concepts, and how these concepts are interrelated. The study focussed on the following psychosocial determinants: (a) ethnocentric attitudes and (b) intercultural capabilities. The latter concept is drawn from the four-dimensional construct of intercultural intelligence. Methods: A survey was conducted in a health care student population (N = 364). In addition to classic survey questions, behavioural intentions were measured through the use of eight vignettes comprising situations characterised by diversity in health care. Results: Regression analyses show that ethnocentric attitudes were negatively associated with diversity sensitive task perception and behavioural intentions. Interestingly, we found no significant relationship between cognitive intercultural capabilities (IC) and diversity sensitivity. Motivational- and behavioural intercultural capabilities were significantly associated with diversity sensitive task perception and behavioural intentions. Motivational IC had a stronger relationship with task perception. Behavioural IC had a stronger relationship with behavioural intentions. Adding diversity sensitive task perception in a supplementary regression model as an independent variable on behavioural intentions caused a shift in associations. The significant association between motivational IC and behavioural intentions disappeared, and a significant association between diversity sensitive task perception and diversity sensitive behavioural intention appeared. Conclusion: Diversity education should increasingly focus on diminishing ethnocentric attitudes and encouraging behavioural IC and motivational IC in health care students. The paper also suggests two theoretical hypothesises. Firstly, metacognitive IC is a concept strongly related to two IC: motivational IC and behavioural IC. Secondly, the relationship between motivational IC and behavioural intentions is fully mediated by diversity sensitive task perception. Further research that substantiate these theoretical hypothesises is recommended.

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