Facilitating Transition from Rural Schools to University

2005 ◽  
Vol 14 (1) ◽  
pp. 11-17 ◽  
Author(s):  
Peter McIlveen ◽  
Tanya Ford ◽  
Bradley Everton
Keyword(s):  
Secondary School ◽  
Rural Schools ◽  
Secondary School Students ◽  
Career Education ◽  
Positive Impact ◽  
Career Exploration ◽  
School Students ◽  
Tentative Evidence ◽  
Residential Experience

This case study describes a career education program that has engaged rural secondary school students with the experience of university. The residential experience program included learning exercises for career exploration, attending university, and social experiences related to living in a city. Evaluation indicated that rural schools and students have engaged with the program, and that there was tentative evidence indicative of a positive impact on the participants' career aspirations and decision making.

Strategies for Developing English Verbal Communication: Case Study of Secondary School Students at Gezira State – Sudan

2021 ◽  
Author(s):  
Abdul-Gayoum M. A. Al-Haj ◽  
Al-Rafeea Suliman Al-Fadil Dafaallah ◽  
Abdulrahman Mustafa Abdulrahman Aldirdiri
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Verbal Communication ◽  
School Students

scholarly journals What do Adolescents Know about Mental Health Illnesses? A Case Study based on Learning and Service in a Secondary School

2017 ◽  
Vol 5 (1) ◽  
pp. 223
Author(s):  
Maria Lourdes Mila ◽  
Isabel Alvarez
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Secondary School Students ◽  
Radical Change ◽  
Neutral Evolution ◽  
Health Issues ◽  
School Students ◽  
Service Project ◽  
Perceptions And Attitudes

The aim of this study is to show how the perceptions and attitudes of secondary school students towards mental health issues changed over the course of a Learning and Service project. The Learning and Service project was carried out by 58 students, together with the residents of a mental health institution during three months. Both students and residents shared several activities to bring them closer. Secondary school students did not have any previous experience with mental health residents before. The analysis took place during the course of the process, with the students responding to four questionnaires, each one after having done an activity together. The study demonstrates that through this Learning and Service project most of the students' perspectives changed for the better, some even viewed radical change while others were positive and finally few students only experienced neutral evolution of their ideas with respect to people with mental health disorders.

Source-Based Writing in Secondary School

2021 ◽  
pp. 63-83
Author(s):  
Tamara Kavytska ◽  
Vyacheslav Shovkovyi ◽  
Viktoriia Osidak
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Procedural Knowledge ◽  
Positive Impact ◽  
Schema Theory ◽  
School Students ◽  
General Hypothesis ◽  
Reading And Writing ◽  
Processing Information ◽  
Insight Into

This chapter examines the instructional intervention aimed at enhancing source-based compare-contrast writing in the secondary school students. Conceptually, it relies on the schema theory as a cognitive basis for integrated reading-writing instruction. The theory asserts that writing and reading both generate meaning using similar cognitive processes and types of knowledge: meta-knowledge of reading and writing strategies in relation to communicative goals, domain and textual knowledge, procedural knowledge that involves integrating writing and processing information while reading the text. Methodologically, the instruction is based on read-write cycle and was carried out in a secondary public school of Kyiv, with the 10th-grade students being the participant (n=22). The general hypothesis about a positive impact of read-write cycle instruction is partially confirmed in the research, which is an indication of the necessity to give further insight into the issue.

Secondary school students’ chemistry self-concepts: gender and culture, and the impact of chemistry self-concept on learning behaviour

2020 ◽  
Vol 21 (1) ◽  
pp. 209-219 ◽  
Author(s):  
Lilith Rüschenpöhler ◽  
Silvija Markic
Keyword(s):  
Secondary School ◽  
Gender Gap ◽  
Gender Relations ◽  
Secondary School Students ◽  
Positive Impact ◽  
Self Concept ◽  
Special Focus ◽  
Cultural Backgrounds ◽  
School Students ◽  
The Impact

While science self-concepts of secondary school students have received considerable attention, several important aspects of chemistry self-concepts have not yet been understood: gender relations, the impact of students' cultural backgrounds, and the impact of chemistry self-concept on learning processes. In the present study, (i) we could confirm our hypothesis that chemistry self-concept is strongly related to learning goal orientations. This part of the study built upon knowledge from educational psychology. Our results open the field for practical interventions designed to influence chemistry self-concepts. (ii) We investigated the gender relations in chemistry self-concept with a special focus on students’ cultural backgrounds. The results show that chemistry self-concept differs from science self-concept: the gender gap traditionally described in the literature could not be found. Instead, the study suggests that an interaction of gender and cultural background might influence chemistry self-concepts. (iii) We were interested in the influence of the context of chemistry classroom and language on self-concept. In line with the literature, we found that a good relationship with the chemistry teacher seems to have a positive impact on chemistry self-concept. Also, the perception of chemistry language and chemistry self-concepts were strongly correlated. Suggestions are made for practical interventions based on these findings.

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