scholarly journals Leseleistung und Rezeptionsstrategien bei Mädchen und Jungen in der Sekundarstufe I

2006 ◽  
Vol 26 (1) ◽  
Author(s):  
Doris Grütz
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Reading Strategies ◽  
Primary Schools ◽  
Reading Competence ◽  
Sekundarstufe I ◽  
Text Understanding ◽  
Cognition Model ◽  
Similar Reading ◽  
Primary And Secondary School

Do girls read texts differently from boys? This contribution presents a study from empirical teaching research in secondary education ("Sekundarstufe 1") by Grütz/Belgrad/Pfaff (2005). 4500 pupils, male and female, from the 7th form of primary and secondary school were examined to determine which of the reading strategies usually adopted lead to a more successful text understanding with girls and which with boys. This study follows up a previous study done in 4th form primary school by Belgrad/Grütz/Pfaff (2003). The research design is based on the psychological cognition model of text understanding following van Dijk/Kintsch (1983), which sees the process of reading comprehension as interactional and constructive. Cognitive reading strategies were tested which are usually adopted during lessons. Major results of the study are that boys prefer similar reading strategies both in primary and secondary schools. Good results are achieved when a text is read quietly and discussed afterwards. The worst results are obtained by all boys when words have to be copied from the text. With girls a notable difference can be seen in the usage of reading strategies depending on the type of the school and the level of reading competence. Girls from primary schools achieve the best results when they can activate knowledge prior to confronting the text, girls from secondary schools achieve the best results when they quietly read through a text.

Stress and work motivation of primary and secondary school teachers

2019 ◽  
Vol 12 (4) ◽  
pp. 709-723
Author(s):  
Jinda Kongcharoen ◽  
Nutthajit Onmek ◽  
Panaya Jandang ◽  
Sukanya Wangyisen
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Empirical Data ◽  
Primary Schools ◽  
Work Motivation ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Content Type ◽  
Factors Affecting ◽  
Primary And Secondary School

Purpose The purpose of this paper is to explore the levels of stress and work motivation of primary and secondary school teachers, investigate factors affecting stress of teachers and validate the consistency of the model and empirical data. Design/methodology/approach The sample consisted of 400 teachers of primary and secondary schools. Questionnaire was implemented as the instrument and the data were analyzed by t-test, ANOVA and confirmatory factor analysis. Findings The results indicated that teachers of secondary schools have higher overall stress than teachers of primary schools for many reasons, such as financial issues and work obligations. Stress was found to be significantly positively associated with work motivation in secondary school teachers. The study revealed that demographic and work motivation factors influence teacher stress. The validation of a goodness of fitted model demonstrated an acceptable model fit with empirical data (χ2 test/df = 1.913, GFI = 0.934, CFI = 0.965, NFI = 0.930, AGFI = 0.893). Originality/value Teachers under stress could negatively influence their students’ academic performance and might be more vulnerable to occupational diseases. Therefore, the teachers should find favorite activities that reduce stress and thereby contribute to effective teaching. This study would be beneficial for anyone who works to support teachers and wants to reduce turnover among teachers.

Study of Emotional Intelligence Patterns with Teachers Working in Public Education

2015 ◽  
Vol 10 (1) ◽  
pp. 46-56 ◽  
Author(s):  
László Balázs
Keyword(s):  
Emotional Intelligence ◽  
Organizational Culture ◽  
Secondary School ◽  
Primary Schools ◽  
Organisational Culture ◽  
Major Question ◽  
Training Institutions ◽  
The Given ◽  
Primary And Secondary School

AbstractThe data necessary for the empirical research presented it this study were provided by 572 people, from altogether 26 schools. The schools included 18 primary schools, 7 secondary training institutions and 1 primary and secondary school. The major question of the study related to the pedagogues' emotional intelligence, more precisely if the teachers of different institutions showed any individual differences in their emotional intelligence patterns according to the given type of their school's organisational culture. We also examined if the nature of the organizational culture had any influence on the development the individual's emotional intelligence pattern. On the basis of the results we can declare that the teachers of different institutions having their own particular organizational cultures evolve different emotional intelligence patterns. Accordingly, we can come to the conclusion that in the long term the organizational culture affects the evolution of the individual's emotional intelligence pattern and vice versa.

Analysis of Seismic Appraisal Evaluation of Existing RC Frame Structure Used for Primary and Secondary Schools in Kunming

2011 ◽  
Vol 255-260 ◽  
pp. 2632-2636
Author(s):  
Zhong Wei Liu ◽  
Yu Bai ◽  
Xiang Hui Xiong ◽  
Jun Ting Li
Keyword(s):  
Statistical Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Frame Structure ◽  
Earthquake Resistance ◽  
Rc Frame ◽  
Rc Frame Structure ◽  
Primary And Secondary School

Based on the appraisal reports of primary and secondary school in Kunming and the statistical analysis of RC frame structure buildings, evaluation of earthquake resistance capacity was given. Problems affecting functions of the RC frame structure were analyzed to facilitate the reconstruction and fetrofit of this sort of RC frame structure.

scholarly journals The Exploration of the Food Education Program in Primary and Secondary Schools

2021 ◽  
Vol 10 (2) ◽  
pp. 1461-1470
Author(s):  
Baosen Li ◽  
Dongya Zhang ◽  
Yucai Gao
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Education Program ◽  
Secondary School Students ◽  
Dietary Habits ◽  
School Students ◽  
Food Knowledge ◽  
Food Education ◽  
Manual Skills ◽  
Primary And Secondary School

Nowadays, unhealthy dietary habits, insufficient food knowledge, and lack of manual skills are typical issues among primary and secondary school students in China. To help students build up a strong constitution and life wisdom, Weifang Hansheng School of Shandong developed a food education course. This paper expounds on the course framework, contents of food education textbooks and the measures to implement the course.

scholarly journals Reliability and Validity of a Chinese Version of the STEM Attitude Scale for Primary and Secondary School Students

2021 ◽  
Vol 13 (22) ◽  
pp. 12661
Author(s):  
Yanjun Zhang ◽  
Qianqian Xu ◽  
Jinghua Lao ◽  
Yan Shen
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Reliability And Validity ◽  
Chinese Version ◽  
School Students ◽  
Stem Attitudes ◽  
Stem Career ◽  
Primary And Secondary School

In recent years, STEM (science, technology, engineering, mathematics) education has received widespread attention from all over the world, and there are not many studies on STEM attitudes in China. One of the reasons is the lack of measurement tools that have been tested for reliability and validity. The Chinese version STEM attitudes scale for primary and secondary schools is a multidimensional scale that measures the STEM attitudes of primary and secondary school students. It consists of three subscales: STEM interest, 21st-century skills confidence, and STEM career interest. In order to test the reliability and validity of the scale application, as well as understand and improve the STEM attitudes of primary and secondary school students, the research team surveyed and collected 566 responses from primary and secondary school students in Zhejiang, Shanghai, Shandong, Liaoning, and other places. After exploratory factor analysis, confirmatory factor analysis, and a reliability and validity test, the scale finally retained 48 items. The scale supports a hypothetical five-factor model with good reliability and validity and can be used to assess STEM attitudes in Chinese primary and secondary schools. This research also shows that students’ STEM interests and STEM career interests showed clear variation among different genders, grades, and parental education levels.

scholarly journals Social distance of class leaders from primary and secondary school students and their parents

2020 ◽  
pp. 43-66
Author(s):  
Aleksandra Milošević
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Interpersonal Relationships ◽  
Social Distance ◽  
Primary Schools ◽  
Educational Process ◽  
Collective Good ◽  
Emotional Climate ◽  
School Students

The quality of interpersonal relationships between participants in the educational process (class teachers, students, parents) affects the creation of a favourable socio-emotional climate in and out of the classroom, and is also a significant factor of integration or disintegration of the collective, good or bad interpersonal relationships, satisfaction or dissatisfaction, success or failure achieved by students. In general, it always has a positive effect on the development of students' behaviour, and it depends on the conditions under which a class was formed, the way the class is managed, the position that students have in the class, their mutual relations and students' readiness for appropriate cooperation. With this paper, we explored the social distance that the class teacher sets in relation to students and their parents as an important prerequisite for a qualitative, open and productive cooperation among the actors of the educational process. The sample consisted of teachers in the role of class teachers, students and their parents from 36 primary and secondary schools in the Zlatibor district. The results of this research indicate that class teachers in primary and secondary schools generally have a close relationship with students and parents, although a more direct cooperation is achieved by class teachers in primary schools than in secondary ones. This confirms a more intensive educational function of primary school, as opposed to a more dominant educational function of secondary school and thus a more dynamic, complex, open and direct work of class teachers in primary school with students and parents.

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

InterConf ◽  
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 ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

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.

Design for Child-Friendly Environment in Primary and Secondary Schools Aims at Safe Society

2019 ◽  
pp. 173-192
Author(s):  
Yu Zhang ◽  
Ziguang Chen
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Design Theory ◽  
Negative Impact ◽  
Environmental Design ◽  
School Bullying ◽  
Design Strategies ◽  
Child Friendly ◽  
Serious Injury ◽  
Primary And Secondary School

School bullying has plagued schools with violence for quite some time and exerts a serious negative impact on society. Primary and secondary school can be looked at like a micro-society composed of students, teachers, and staff where students can suffer serious injury, physically and mentally, at the hands of school bullies. It is therefore urgent to reduce the prevalence of school bullying in hopes of eliminating it altogether. The present research aims to encourage social safety promotion through the study of crime prevention through environmental design theory and an exploration of characteristics of school bullying in primary and secondary schools. From there, environmental design strategies such as improved spatial interaction, a sense of safe territory, dedicated space for various activities, and positive emotions in child-friendly spaces are proposed. The outcome of this research hopes to improve campus security and reduce and prevent school bullying while guiding architectural design for primary and secondary school campus design.

Learning democracy in a new secondary school

2018 ◽  
Vol 10 (2) ◽  
pp. 166-180
Author(s):  
Núria Simó-Gil ◽  
Antoni Tort-Bardolet ◽  
Montse Barniol ◽  
Teresa Pietx
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Citizenship Education ◽  
Primary Schools ◽  
Theoretical Framework ◽  
Democratic Citizenship ◽  
Research Project ◽  
Quality Of Democracy ◽  
Democratic Citizenship Education

This article presents, first, the theoretical framework developed in a three-year research project that was designed to enable the authors to analyse the characteristics and quality of democracy in 10 centres (five primary schools for children aged from 3 to 12 and five secondary schools for children aged from 12 to 16). Second, students and teachers of one of the participating schools in the region of Barcelona explained their experience of participation as a way of living democratic citizenship education. Last, the article analyses what the authors have learned from this secondary school, as well as a number of research conclusions that allow one to understand some of the important aspects of how students live their condition of democratic citizenship in the school itself.

scholarly journals Effect of school principals’ favouritism behaviors and attitudes on teachers’ organizational commitment, based on the perceptions of primary and secondary school teachers

2016 ◽  
Vol 13 (3) ◽  
pp. 5901 ◽  
Author(s):  
Veysel Okçu ◽  
Adem Uçar
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Administrators ◽  
City Centre ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Low Level ◽  
Primary And Secondary School

The purpose of this study is to determine whether there is relation between the favouritism attitudes and behaviours of the school administrators and the organizational commitment of the teachers, based on the perceptions of the teachers. This is a correlational study using survey model.  The study is in relational screening model. Research population contains 1219 teachers working in schools (27 of which are primary schools and 25 are secondary schools) in Siirt city centre in the 2014 and 2015 school year. In this research, favouritism scale developed by Aydoğan (2009) and consisting of 15 items and a sub-dimension, as well as the organisational commitment scale developed by Balay (2000) and consisting of three sub-dimensions as compliance, internalization and identification were applied. As a result of the research carried out, it was determined that the primary and secondary school teachers’ perceptions regarding the favouritism attitudes and behaviours of the school administrators are at low level. Moreover, teachers stated that they rarely agree with the items in the compliance sub-dimension of the organizational commitment, while they moderately agree with the items in the identification and internalization sub-dimensions. It was determined that based on the perceptions of the primary and secondary school teachers, there is a negative and medium level relation between the favouritism attitudes and behaviours of the school administrators, and the internalization and identification sub-dimensions of the organizational commitment. Moreover, a positive and low level relation was determined between the favouritism attitudes and behaviours of the school administrators, and the compliance sub-dimensions of the organizational commitment. Furthermore, it was concluded that the favouritism attitudes and behaviours of the school administrators significantly predict all sub-dimensions of the organizational commitment.

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