‘Kouri, kouri! Bis la ap vini!’: Reflections on the stigma of being Haitian at primary and secondary school in the Bahamas

Ethnic Heritage ◽

There is a pervasive stigma attached to being Haitian in the Bahamas. This article examines reflections on the experiences of the stigma of being Haitian at primary and secondary school among second-generation Haitians in the Bahamas. Based on this research, I argue that primary school functions as the first major institution where children of Haitian descent experience stigma as it relates to their ethnic heritage and, in turn, are exposed to the idea of being the ‘other’ in Bahamian society through bullying and anti-Haitian sentiments from students and teachers. Stigma, prejudice, exclusion, and discrimination characterize primary and secondary education for Haitians living in the Bahamas and are manifest in the form of cruel teasing, bullying, and discrimination primarily from students and teachers. The goal is not to argue that children of Haitian descent are completely unaware of anti-Haitian sentiment in the Bahamas until they attend school but, rather, that school functions as one of the first institutions children of Haitian descent learn there is stigma in being Haitian in the Bahamas.

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽

10.51582/interconf.19-20.09.2021.005 ◽

2021 ◽

pp. 37-43

Author(s):

Mikhail Kalenyk

Keyword(s):

Secondary Education ◽

Physical Education ◽

Secondary School ◽

Primary School ◽

Primary Schools ◽

Secondary School Teachers ◽

School Teachers ◽

Content Classification ◽

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽

10.3390/s21010153 ◽

2020 ◽

Vol 21 (1) ◽

pp. 153

Author(s):

Daniel Amo ◽

Paul Fox ◽

David Fonseca ◽

César Poyatos

Keyword(s):

Systematic Review ◽

Secondary Education ◽

Secondary School ◽

Learning Analytics ◽

Secondary School Students ◽

Project Based Learning ◽

Educational Robotics ◽

School Students ◽

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

Joseph Proudman, 30 December 1888 - 26 June 1975

Biographical Memoirs of Fellows of the Royal Society ◽

10.1098/rsbm.1976.0014 ◽

1976 ◽

Vol 22 ◽

pp. 319-333 ◽

Cited By ~ 1

Keyword(s):

Secondary Education ◽

Secondary School ◽

Primary School ◽

The Other ◽

Technical School ◽

Tenant Farmer

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.

The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry

Chemistry Education Research and Practice ◽

10.1039/d0rp00168f ◽

2020 ◽

Author(s):

Diego Ardura ◽

Ángela Zamora ◽

Alberto Pérez-Bitrián

Keyword(s):

Secondary Education ◽

Secondary School ◽

Secondary School Students ◽

Causal Attributions ◽

The Other ◽

Education Curriculum ◽

School Students ◽

The Family ◽

The Right

The present investigation aims to analyze the effect of motivation on students’ causal attributions to choose or abandon chemistry when it first becomes optional in the secondary education curriculum in Spain. Attributions to the effect of the family and to the teacher and classroom methodology were found to be common predictors of the choice to all the students in the sample. However, our analyses point to a significant effect of the students’ motivation in other types of attributions. In the case of at-risk of abandonment students, specific causal attributions to the effect of friends and to the subject's relationship with mathematics were found. On the other hand, the effect of media was a significant predictor only in the case of highly-motivated students. Our study provides several suggestions for teachers, schools, and administrations to design counseling strategies to help students make the right choices.

Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

Journal of Youth and Adolescence ◽

10.1007/s10964-020-01331-w ◽

2020 ◽

Cited By ~ 1

Author(s):

Milja Parviainen ◽

Kaisa Aunola ◽

Minna Torppa ◽

Marja-Kristiina Lerkkanen ◽

Anna-Maija Poikkeus ◽

...

Keyword(s):

Secondary Education ◽

Secondary School ◽

Primary School ◽

Well Being ◽

Warning Signs ◽

Lower Secondary School ◽

Education Students ◽

Upper Secondary Education ◽

Upper Secondary ◽

School Burnout

Abstract School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases.

Comprehensive evaluation offers inspiration and achievement in chemistry education

LUMAT International Journal on Math Science and Technology Education ◽

10.31129/lumat.v1i4.1093 ◽

2013 ◽

Vol 1 (4) ◽

pp. 355-362

Author(s):

Päivi Ojala

Keyword(s):

Secondary Education ◽

Secondary School ◽

Chemistry Education ◽

Evaluation Method ◽

Comprehensive Evaluation ◽

Laboratory Work ◽

Lower Secondary School ◽

School Laboratory ◽

Current Curriculum

Practical laboratory activities have become more common in primary and secondary education with the current curriculum. In lower secondary school, laboratory work in chemistry and physics has been used even longer. The central issues of laboratory work becoming more common are how the activities are organized, safety of the laboratory work, and evaluation. Laboratory work has been taken into account in evaluation in many different ways, for example, a written assignment has been complemented with a practical assignment. The evaluation method provides those who can practically and manually demonstrate activeness and skill with the possibility to succeed.

The Gender and Education of Parents as Factors That Influence Their Views on Physical Education

Sustainability ◽

10.3390/su132413708 ◽

2021 ◽

Vol 13 (24) ◽

pp. 13708

Author(s):

Beáta Ružbarská ◽

Branislav Antala ◽

Miroslav Gombár ◽

Lenka Tlučáková

Keyword(s):

Physical Activity ◽

Secondary Education ◽

Physical Education ◽

Secondary School ◽

Physical Fitness ◽

Level Of Education ◽

Gender And Education ◽

Confirmatory Factor ◽

Children’S Physical Activity ◽

(1) The aim of this paper was to explore the views of primary and secondary school children’s parents on physical education (PE) and to subsequently analyse the differences in their views. The gender of the parent and child was taken into consideration as well as the parents’ levels of education. (2) The research sample consisted of 821 participants 668 of which were female (81.4%) and 153 of which were male (18.6%). The views of the children’s parents were collected through a non-standardized questionnaire. The questionnaire was divided into four areas (1—attitudes towards the physical education teaching process, 2—physical activity as part of lifestyle, 3—physical education during the COVID-19 pandemic, 4—social capital), with a total of 18 items in the questionnaire. The reliability of the questionnaire was analysed using Cronbach’s coefficient reached 0.835. Confirmatory factor analysis was also used to test the predicted factor structure. (3) In general, this research found that parents were more likely to express dissatisfaction if their child was only provided with 2 PE classes per week and would accept an increase in this number. Those parents whose children do not participate in organized physical activities were shown to be unsatisfied with their children’s physical fitness. A more significant limitation of children’s physical activity (PA) was observed among parents with secondary education. Parents with secondary education also feel that their child partaking in PA when they have free time is not so important, whereas parents with a higher level of education feel that it is. (4) Parents expressed positive evaluations of PE and recognized the importance it has in their child’s education. In the questionnaire, questions were related to physical fitness and PA specifically during the COVID-19 pandemic and this research observes the differences in opinions of parents depending on the level of education they attained and the gender of their child.

The Effect of Interactional Adjustments on the Overall Comprehension of Spoken Texts: A Case Study

JALT Journal - JALT Journal 24.1 ◽

10.37546/jaltjj27.2-3 ◽

2005 ◽

Vol 27 (2) ◽

pp. 187

Author(s):

Marcos Peñate ◽

Geraldine Boylan

Keyword(s):

Secondary School ◽

Foreign Language ◽

Primary School ◽

Target Language ◽

Primary School Pupils ◽

Primary And Secondary School ◽

Secondary School Pupils

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。

5G Joint Artificial Intelligence Technology in the Innovation and Reform of University English Education

Wireless Communications and Mobile Computing ◽

10.1155/2021/4892064 ◽

2021 ◽

Vol 2021 ◽

pp. 1-10

Author(s):

Xia Sun

Keyword(s):

Artificial Intelligence ◽

Secondary School ◽

Gesture Recognition ◽

Secondary School Students ◽

The Other ◽

Logical Thinking ◽

School Students ◽

Human Subjectivity ◽

Oral Teaching ◽

This paper considers the issue of human subjectivity in the system of “5G + AI+Education” from the perspective of, on the one hand, the real need for the problems that gradually emerge in the new round of development and application of artificial intelligence, and a philosophical reflection on the application of artificial intelligence in specific fields, on the other hand. It is also a further examination of the issue of human subjectivity in the new context. On the other hand, it is also a further examination of the issue of human subjectivity in the new context of the times, which can also provide students with an immersive learning environment, and AI artificial intelligence and hologram technology can enhance students’ motivation. This paper shows the specific steps and implementation measures of “5G” technology into online oral teaching and provides a case study design to explore the new online oral teaching model, summarizing the advantages and proposing solutions to the shortcomings. The system visualizes each step of gesture recognition to facilitate students’ understanding. Students can experience the process of gesture recognition according to the guidance of the interactive interface, and then, the complex and abstract gesture recognition process is explained with a figurative example, which is conducive to primary and secondary school students’ deeper understanding and improved logical thinking. This will help primary and secondary school students to have a deeper understanding and improve their logical thinking skills. Finally, a comparison experiment is designed to verify the effectiveness of using this system to learn AI knowledge compared with traditional learning methods. The experimental results are analyzed to prove that using this system to learn AI knowledge is effective and helps improve users’ interest in learning and hands-on ability.

Development of Participation in and Identification With School: Associations With Truancy

The Journal of Early Adolescence ◽

10.1177/0272431620919155 ◽

2020 ◽

pp. 027243162091915

Author(s):

Tuomo E. Virtanen ◽

Eija Räikkönen ◽

Marja-Kristiina Lerkkanen ◽

Sami Määttä ◽

Kati Vasalampi

Keyword(s):

Academic Achievement ◽

Secondary Education ◽

Secondary School ◽

Primary School ◽

Educational Transitions ◽

Lower Secondary School ◽

School Activities ◽

Upper Secondary Education ◽

Upper Secondary ◽

Identification With School

This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the participation-identification model, higher levels of participation in school activities at the end of primary school predicted higher levels of identification (i.e., feelings of belonging and valuing school) at the end of lower secondary school. This association was mediated by academic achievement. High levels of both participation and identification at the end of lower secondary school predicted lower levels of truancy in upper secondary education. The study indicates that promoting students’ participation and identification during comprehensive school prevents student disengagement from upper secondary education.