Dare to Dream: A Vignette Survey on Self-Selection in Secondary Education Track Choice

2018 ◽  
Vol 23 (2) ◽  
pp. 354-373
Author(s):  
Tamás Keller

This article investigates applications to schools on the highest secondary track in Hungary (grammar schools). In Hungary, primary school pupils can apply to any secondary school. Pupils’ primary school grades play a crucial role only in the admissions procedure, and the exact cut-off point for admission is not known at the time of application. Pupils, however, might adjust their preferences according to their school grades and thus may not apply to schools on their preferred track. Dealing with the endogeneity of pupils’ preferences, the article applies an experimental vignette study. The respondents are primary school pupils who will shortly be applying to secondary schools. They assess the likelihood of a hypothetical pupil (described in the vignette) applying to schools on the highest track. The characteristics of the ‘vignette-person’ (such as his or her grades and preferences) are randomly allocated, and thus preferences are exogenous to grades. The results show no interaction between preferences and grades, which means that a clearly positive preference for grammar school does not compensate for poor grades. This may lead to self-selection, if pupils with a clearly positive preference for grammar school but poor primary school grades do not apply to their preferred secondary track. Since admission cut-off points are not known ahead of application, ignorance of the schools’ requirements is assumed to lie behind this self-selection. The article discusses the implications of the findings and suggests that schools should provide transparent information for applicants about the grades of pupils who have been admitted to those schools in the past.

2004 ◽  
Vol 26 (3) ◽  
pp. 52-54
Author(s):  
Sheila Dargan

Although it is relatively easy to get primary school pupils excited about science, extracting a comparable level of enthusiasm from secondary school students is much more challenging. Over the past 15 years, the number of pupils sufficiently qualified to enter science A-levels has almost tripled, but unfortunately this has not been mirrored in the numbers electing to take their scientific education beyond GCSE or equivalent level.


2005 ◽  
Vol 27 (2) ◽  
pp. 187
Author(s):  
Marcos Peñate ◽  
Geraldine Boylan

One of the basic conditions required for pupils to learn a foreign language is that their teachers must speak to them in the target language—and always at a level which is understandable to them. The effectiveness of interactional adjustments such as repetitions, comprehension checks, and nonlinguistic aspects used by a teacher to help primary and secondary school pupils with their general understanding of spoken texts delivered in English is analysed in this article. Once the effectiveness of such adjustments is confirmed, a comparison is made between the teacher’s use of adjustments when teaching a group of 10-year-old primary school pupils and when teaching a group of 17-year-old secondary school pupils. 外国語指導の重要な要件の一つとして、当該外国語を指導言語とし、しかもそれを学習者が理解できるレベルで使わなければならないということが挙げられる。そのために教員は学習者とのやり取りの最中、理解の確認、繰り返し、あるいは非言語行動により絶えず調整を行わなければならない。このような調整がどのくらい効果があるのかを、小学校、中学校の授業を観察し分析した。さらに10歳の小学生対象の授業、17歳の中学生対象の授業でどのように違うかをあわせて考察した。


Data in Brief ◽  
2017 ◽  
Vol 13 ◽  
pp. 469-479 ◽  
Author(s):  
Sheila A. Bishop ◽  
Enahoro A. Owoloko ◽  
Hilary I. Okagbue ◽  
Pelumi E. Oguntunde ◽  
Oluwole A. Odetunmibi ◽  
...  

2019 ◽  
Vol 31 (2) ◽  
pp. 539-542
Author(s):  
Gabriela Kirova

The emphasis of the educational reform currently underway in Bulgaria is on the formation of key competencies of the pupils. Mathematical competence is one of them. The mastering of basic mathematical knowledge in primary grades remains a priority. At the same time, specific mathematics curricula are explicitly laid out such as solving practical tasks, forming teamwork skills, search of information from different sources by the students themselves, project work, etc. In my research work over the past few years, I have tried experimentally with my own ideas for project work with primary school pupils. In this publication, I will present my concept of work on the project “Sofia – Capital of Bulgaria” for students of the fourth grade. It will integrate mathematical knowledge and skills with knowledge of Man and Society and a number of components of civic education. Mathematical knowledge and skills will include: adding and subtracting numbers over 1000 without passing, finding an unknown subtrahend, solving numerical expressions with parenthesis and without parenthesis, units of measure (meters, grams, kilometer, centimeter). From the knowledge and skills of Man and Society (Man and Society curriculum for the fourth grade at https://mon.bg/bg/2190), the topic: “Sofia – Contemporary Capital” is taken and the related competencies (tell about the location of the capital of Bulgaria with the help of a map; recognize on image the famous cultural monuments and natural assets of the Bulgarian capital; connect important sights of the capital with the historical ages to which they belong; understand the importance of the capital as a modern administrative centre of the country). Working on this project, pupils in the fourth grade will also acquire the following competencies: digital competence (using information in electronic form to produce short presentations on geographic, historical, cultural themes; using electronic presentations as a source of information about events and individuals); learning skills (working with maps and reference books – guides, children's encyclopaedias, extracting information about the past and the present from illustrative material, searching for information on a particular problem from written documents in the textbook); social and civic competencies (solving of problematic situations requiring hearing, exposing the personal point of view and maintaining one's own opinion; collecting curious facts about popular personalities or events from Bulgarian history; making albums with personal photos from visiting cultural, historical and natural sites; drawing up tables for the holidays of different communities – religious and ethnic; creating projects on a studied historical or geographic theme; visiting the municipality, the mayoralty, the National Assembly etc.; cultural competence and skills to express through creativity (making of albums with drawings from exhibits of visited museums, observation of natural and historical sites, elaboration of group presentations for selected natural sites). One of the distinctive aspects of the project activity with primary school pupils is the integrative nature of the project activities. The project “Sofia – Capital of Bulgaria” presented in this article is suitable for the first school term of the fourth grade. This is a medium term project that lasts for a month or two. It finishes with an open lesson in mathematics (one or two study hours), during which pupils resolve mathematical and application-practical tasks and present the results of their preliminary project work (preliminary project activities). Tasks in the project are three types: individual, group and class. Each pupil receives from all three categories of tasks. The task of the teacher is the preparation and distribution of the individual, group and class-related tasks, the determination of the deadlines for the implementation of the commitments undertaken by the pupils, as well as the ongoing control over the tasks.


2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Kateryna Savelieva ◽  
Tero Marttila ◽  
Jussi Lampi ◽  
Sari Ung-Lanki ◽  
Marko Elovainio ◽  
...  

Abstract Background The associations between indoor environmental quality (IEQ) in homes and symptom reporting of children have been extensively studied, but only few large-scale studies have been done in schools. We examined associations between expert-assessed IEQ in schools and pupils’ reporting of different symptoms, and whether associations were stronger if participants relate symptoms to the school environment. Methods The questionnaire survey was done in all primary and secondary schools in two areas of Helsinki, Finland. Primary school pupils (grade 3–6, n = 8775, 99 school-buildings) and secondary school pupils (grade 7–9, n = 3410, 30 school-buildings) reported their symptoms. Symptoms were combined into respiratory, lower respiratory, eye, skin, and general symptom groups. Surveys were also done among the parents of the primary school pupils (grade 1–6, n = 3540, 88 school buildings), but results are reported only in the supplement due to the low response rate (20% in 2017 and 13% in 2018). The associations between IEQ and symptoms were analyzed using multilevel logistic regression analysis. Results Several of the IEQ indicators were highly correlated and indicators were therefore mainly analyzed by combining them into a summary score and into latent classes. Dose-response associations were found between IEQ problems and higher reporting of respiratory and general symptoms among both primary and secondary school pupils. Some associations were also observed with lower respiratory and skin symptoms, but not with eye symptoms. The associations were somewhat stronger with symptoms related to the school environment compared to symptoms reported without such relation: for a unit change in IEQ summary score and respiratory symptoms in primary schools, odds ratios were 1.07 (95% CI 1.02–1.06) and 1.04 (95% CI 1.04–1.10), and in secondary schools 1.09 (95% CI 1.01–1.09) and 1.05 (95% CI 1.02–1.17), respectively. Conclusions Expert-assessed IEQ problems in schools were associated with increased reporting of especially respiratory and general symptoms. The associations were only somewhat stronger in magnitude for symptoms reported in relation to the school environment compared to symptoms reported without such relation.


BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e036873 ◽  
Author(s):  
Kateryna Savelieva ◽  
Marko Elovainio ◽  
Jussi Lampi ◽  
Sari Ung-Lanki ◽  
Juha Pekkanen

ObjectivesPoor indoor environmental quality (IEQ) in schools is related to higher respiratory symptoms of pupils, but little is known about the importance of other factors. This study examined the associations between different psychosocial factors and other pupils’ individual and allergic characteristics, beyond school IEQ, and reporting of respiratory symptoms in pupil-administered and parent-administered questionnaires.SettingAll primary and secondary schools in two areas of Helsinki, Finland.ParticipantsPrimary school pupils (grade 3–6, n=8775, 99 school buildings) and secondary school pupils (grade 7–9, n=3410, 30 school buildings) reported their respiratory symptoms, as well as psychosocial factors and individual characteristics. Parents of primary school pupils (grade 1–6, n=3540, 88 school buildings) also filled in questionnaires, but the response rate was low (20% in 2017 and 13% in 2018).Main outcome measureRespiratory symptoms were reported in relation to the school environment and in general (without such relation) by pupils or parents.ResultsWorry about IEQ and low school satisfaction, and asthma and hay fever were related to higher reporting of respiratory symptoms in three samples. The variance between schools in respiratory symptoms was low (intraclass correlation=0.6%–2.4%). Psychosocial factors, especially worry about school’s IEQ, explained more of the variance between schools in symptoms than IEQ among secondary school pupils and parents, but not among primary school pupils for symptoms in general. Worry about IEQ also modified the associations between IEQ and respiratory symptoms, but only in parental reports.ConclusionIn addition to IEQ, psychosocial factors and pupils’ individual and allergic characteristics were related to higher reporting of respiratory symptoms in all three samples. Psychosocial factors explained more variance between schools than IEQ, although it was 2.4% at most. Other factors beyond IEQ should be considered when interpreting symptom reporting in indoor air questionnaires.


2007 ◽  
Vol 10 (7) ◽  
pp. 652-662 ◽  
Author(s):  
M Nelson ◽  
K Lowes ◽  
V Hwang ◽  

AbstractObjectivesTo undertake secondary analyses of the 1997 National Diet and Nutrition Survey of Young People aged 4–18 years in order to describe the contribution of school meals to daily food and nutrient intakes; and to compare the findings from 1997 with data collected in English primary and secondary schools in 2004–2005.DesignCross-sectional analysis of 7-day weighed inventory food consumption data according to age, sex, household income, free school meals and breakfast consumption. Comparison of food consumption with the Balance of Good Health and of nutrient intake data with the Caroline Walker Trust (CWT) guidelines.SettingUnited Kingdom.SubjectsOne thousand four hundred and fifty-six UK schoolchildren aged 4–18 years, 7058 English primary-school pupils and 5695 English secondary-school pupils.ResultsPupils' school meal choices in 1997 did not accord with the Balance of Good Health. Food choices in school were less healthy than choices outside school. School meals failed to make good the shortfalls in daily intakes of non-starch polysaccharides and zinc in primary-school pupils, and of calcium, iron, zinc, vitamin A and non-starch polysaccharides in secondary-school pupils, nor excess daily intakes of saturated fatty acids, non-milk extrinsic sugars and sodium at all ages. School meals typically failed to meet CWT guidelines. They were more likely to meet CWT guidelines when choice of foods was restricted.ConclusionsSchool meals need substantial improvement to meet CWT guidelines for healthy eating. The introduction of food-based guidelines for school meals in England in 2001 did not improve the food choices in school meals.


2013 ◽  
Vol 202 (5) ◽  
pp. 336-341 ◽  
Author(s):  
lain A. Lang ◽  
Ruth Marlow ◽  
Robert Goodman ◽  
Howard Meltzer ◽  
Tamsin Ford

BackgroundTeacher-pupil relationships have been found to mediate behavioural, social and psychological outcomes for children at different ages according to teacher and child report but most studies have been small.AimsTo explore later psychiatric disorder among children with problematic teacher-pupil relationships.MethodSecondary analysis of a population-based cross-sectional survey of children aged 5-16 with a 3-year follow-up.ResultsOf the 3799 primary-school pupils assessed, 2.5% of parents reported problematic teacher-pupil relationships; for secondary-school pupils (n=3817) this rose to 6.6%. Among secondary-school pupils, even when children with psychiatric disorder at baseline were excluded and we adjusted for baseline psychopathology score, problematic teacher-pupil relationships were statistically significantly related to higher levels of psychiatric disorder at 3-year follow-up (odds ratio (OR) = 1.93, 95% CI 1.07-3.51 for any psychiatric disorder, OR=3.00, 95% CI 1.37-6.58 for conduct disorder). Results for primary-school pupils were similar but non-significant at this level of adjustment.ConclusionsThis study underlines the need to support teachers and schools to develop positive relationships with their pupils.


Author(s):  
Dg Nursazwani binti Daud ◽  
Wardatul Akmam Din ◽  
Asmaa AlSaqqaf

The lack of writing skills among rural ESL primary school pupils in Malaysia has been identified based on the school level assessments. Based on the teachers as the researchers’ perspectives, the problem of writing among these rural young learners is cause by the lack of vocabulary acquisition where they don’t have choices of words in expressing their ideas in writing. Therefore, the researchers propose method with a writing module focusing on vocabulary enhancement in improving the writing skills among these learners. This module i.e. the VAW Module uses the VAW Method that comprises of vocabulary enhancement (V), application and practice (A) and Writing (W) is anticipated to help the pupils to power up their writing before they undergo the Primary School Achievement Test (UPSR) in Year 6 i.e. the national examination taken by all students in Malaysia at the end of their sixth year in primary school before they leave for secondary school.


2010 ◽  
pp. 131-143
Author(s):  
Dusica Malinic ◽  
Djurdjica Komlenovic

Grading is an integral, inevitable part of educational-upbringing process and presents an especially sensitive segment of teaching practice. With regard to that, the aim of our research was directed towards determining and analysing what pupils think about the process of grading and teachers in the context of grading. This research comprised 200 primary school pupils and 200 grammar school pupils. The questions were grouped into three thematic wholes (pupil's perception of teacher's actions in the process of grading; identification of pupil's preferred ways of grading and their reactions to grades and desirable and undesirable characteristics of teachers in the context of grading from pupil's perspective). On the basis of our findings, it can be concluded that pupils think: that teachers apply lower criteria when grading bad pupils, that they use grades as a disciplinary measure and that they are guided by pupil's grades in other subjects when grading. The grade is a strong motivator of a more active engagement of pupils in teaching process, where pupils especially appreciate regular checking and objective grading in teachers and object to excessively strict and unequal criterion of grading. The paper also provides the lists of desirable and undesirable characteristics of teachers in the context of grading, perceived on the part of pupils.


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