The curriculum Development for the Profiled High School

10.12737/2002 ◽  
2013 ◽  
Vol 1 (6) ◽  
pp. 3-9
Author(s):  
Гузеев ◽  
Viacheslav Gouzeev ◽  
Курчаткина ◽  
Irina Kurchatkina
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Students ◽  
School Level ◽  
School Restructuring ◽  
School Students ◽  
Science Technology ◽  
Semiotic Systems ◽  
Individual Family ◽  
Primary And Secondary School

Preparation for profiled training should start within the first years of schooling. Even at the elementary school children can be conditionally divided into three types, dependent on the object of their predominant activity: «thinkers», «engineers», «artists». At primary school these three types are further branched out into eight metadisciplinary areas depending on work methods used: individual, family, society, nature, art, science, technology, semiotic systems. At the high school level substantive objective profiles are introduced, further supplemented by subprofiles, which include disciplines of specialization and deepening. To facilitate personal guidance and support for primary and secondary school students, and personalized profiled education at the high school restructuring of educational content is needed.

Variables Affecting Word Problem Difficulty in Secondary School Mathematics

1987 ◽  
Vol 18 (3) ◽  
pp. 187-196
Author(s):  
Janet H. Caldwell ◽  
Gerald A. Goldin
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary School ◽  
Elementary School Students ◽  
Grade Level ◽  
Secondary School Students ◽  
Senior High School ◽  
School Level ◽  
Problem Difficulty ◽  
School Students

The relative difficulties of concrete versus abstract and factual versus hypothetical verbal problems in mathematics were compared for secondary school students, extending previously reported results for elementary school students. Concrete problems were significantly less difficult than abstract problems (p<.01) at both the junior and senior high school levels, as previously observed at the elementary school level, but the differences became smaller in magnitude with increasing grade level. Factual problems were significantly less difficult than hypothetical problems (p<.01) at both the junior and senior high school levels, in contrast to the elementary school results. There was an interaction between the two experimental factors.

scholarly journals Students Perceptions on Oral Error Correction at a Chilean High School

2020 ◽  
Vol 3 (12) ◽  
pp. 1-5
Author(s):  
Carlos Campusano ◽  
Azan Yaacob
Keyword(s):  
High School ◽  
Secondary School ◽  
Error Correction ◽  
Secondary School Students ◽  
English Language ◽  
English Language Teaching ◽  
School Level ◽  
School Students ◽  
Secondary School Level ◽  
Different Types

Given the scarce literature focusing on students’ perceptions and preferences on oral error correction especially at secondary school level, this study intended to provide some insight on this important issue on English language teaching by exploring the perceptions and preferences of 149 secondary school students in Chile regarding oral error correction. An adapted version of a survey developed by Katayama (2007) was used to explore their general attitudes towards error correction and their preferences for correction of different types of errors as well as particular correction methods. Frequency distribution was calculated to analyse their Likert-scale answers. The results showed that the majority of the respondents regarded error correction as something crucial to improve their proficiency in English. They also favoured those correction techniques in which they were clearly informed about their errors or those in which they participated to correct them.

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

Sensors ◽  
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 ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

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.

scholarly journals EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

2020 ◽  
Vol 5 (35) ◽  
pp. 58-64
Author(s):  
Lucy Gachenia ◽  
Margaret Mwenje
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
Secondary School ◽  
School Counseling ◽  
Secondary School Students ◽  
Counseling Services ◽  
Counseling Program ◽  
School Students ◽  
Counseling Programs

The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

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