scholarly journals Josep Estalella i Graells (1879-1938): el científic que va renovar l’educació secundària.

2019 ◽  
Author(s):  
Jaume Baltà i Moner ◽  
Salvador Domènech i Domènech
Keyword(s):  
Secondary Education ◽  
Active Learning ◽  
Secondary School ◽  
History Of Education ◽  
Teaching Methodology ◽  
Pedagogical Change ◽  
Teaching Resources ◽  
Teaching Resource ◽  
History Of ◽  
The Government

Few teachers are remembered beyond the lifetime of their students, and fewer still when their specialty is the history of education. But one exception to this rule is Dr Josep Estalella (1879–1938), whose lifelong involvement with active learning resulted in enduring contributions to teaching methodology and teaching resources. Estalella’s commitment and leadership as director of the “Institut-Escola”, the Government of Catalonia’s progressive secondary school of the 1930s, made pedagogical change possible in Catalan secondary education. One hundred years after it was originally published, Estalella’s Ciència Recreativa (Recreational Science) is still considered to be a valuable teaching resource for helping children develop intellectually through play.

scholarly journals Secondary education in transition in Nigeria: The question of quality

2000 ◽  
Vol 3 ◽  
pp. 99-109
Author(s):  
R. A. Alani
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
National Policy ◽  
Training And Development ◽  
Traditional Art ◽  
Material Resources ◽  
The Past ◽  
History Of ◽  
School Curricula

The paper traced the history of the development of secondary education in Nigeria since its inception in J859. The paper noted the emphasis on traditional art and science subjects in the past and the innovations that have been brought into the secondary school curricula by the National Policy 011 Education published in 1977, but revised in J981 and J998. The problems of implementing the curricula were briefly mentioned. The paper finally highlighted steps that could be taken to improve the quality of secondary education, such as provision of physical and material resources, adequate financing of education, teacher training and development, improvement of the conditions of service for teachers and supervision of instruction, among others.

scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Institutions ◽  
Educational Backgrounds ◽  
Skilled Personnel ◽  
History Of ◽  
The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

Because It's Good for You: An Argument for History of Education in Liberal Education

2014 ◽  
Vol 54 (1) ◽  
pp. 98-102 ◽  
Author(s):  
Karen Graves
Keyword(s):  
Secondary School ◽  
Liberal Education ◽  
History Of Education ◽  
The United States ◽  
University Of Illinois ◽  
First Semester ◽  
Social Foundations ◽  
History Of ◽  
The University ◽  
Educated Person

Whatever we determine a good education to be, and a well-educated person to be, our teachers should be that and no less—not because they are teachers but because they are persons.“This is what college is supposed to be like!” That is what I thought before I was too far along in my EPS 201 course, “Social Foundations of American Education,” at the University of Illinois. I was a transfer student, and it was my first semester at the university. The professor was Paul Violas and my teaching assistant (TA) was Steve Tozer; the course was a survey of the history of education in the United States. I recall one day we had a guest lecture by Professor James Anderson, who drew material from a new book he was working on. What we learned in EPS 201 was substantial. It was, far and away, the most meaningful course in my undergraduate education. It was, also, the most significant preparation I had as a secondary school mathematics teacher.

scholarly journals Historia pública y pensamiento histórico. Nuevos enfoques metodológicos para aprender la Guerra de la Independencia española = Public History and historical thinking. New methodological approaches to learn the Peninsular War

2020 ◽  
pp. 161
Author(s):  
Juan Ramón Moreno Vera
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Public History ◽  
Assessment Tool ◽  
Historical Thinking ◽  
Teaching Methodology ◽  
History Teaching ◽  
Peninsular War ◽  
Methodological Approaches ◽  
Individual Strategies

Resumen: En la presente investigación se analizan los resultados de aprendizaje del alumnado de Educación Secundaria con respecto al estudio de la Guerra de la Independencia española, a través de nuevos enfoques metodológicos como los derivados del pensamiento histórico, el trabajo cooperativo y el Puzzle de Aronson. El estudio, llevado a cabo en el IES L’Alluser (Mutxamel, Alicante) con 75 estudiantes de 4º ESO, ha sido completado a través de un cuestionario, como instrumento de evaluación y, su posterior análisis con el paquete estadístico IBM SPSS Statistics 24, mediante un análisis descriptivo de frecuencias y porcentajes. Los resultados muestran que el alumnado prefiere trabajar mediante estrategias cooperativas, que mejoran su capacidad de búsqueda de información a través de las fuentes, y que esta metodología ayuda a incrementan la capacidad de pensamiento histórico de los discentes, incluyendo los temas invisibles.Palabras clave: Historia Pública, EnseñanzaAprendizaje, Educación Secundaria, Metodología Didáctica, Guerra de la Independencia española.Abstract: This research analyses the learning outcomes of a group of Compulsory Secondary Education (CSE) students working on the Peninsular War on the basis of new methodological approaches, namely Historical Thinking, cooperation and Aronson’s Jigsaw. The study was carried out in L’Alluser Secondary School (Mutxamel, Alicante) with 75 students in Year 4 of CSE. Students were requested to fill a questionnaire, to be used as an assessment tool. It was then   analysed using the statistical IBM SPSS Statistics 24 package through the description of frequencies and percentages. The results show that (1) students prefer cooperative, rather than individual strategies in history education. (2) their capacity to do research using a variety of sources improves (3) this methodology helps students to improve their historical thinking abilities, including invisible topics (4).Keywords: Public History, Teaching & Learning, Secondary Education, Teaching Methodology, Peninsular War.

scholarly journals PEDAGOGICAL CLASSES AS SOCIO-CULTURAL AND SOCIO-ECONOMIC PHENOMENON IN HISTORICAL PERSPECTIVE

2020 ◽  
pp. 235-240
Author(s):  
Олег Геннадиевич Якимов
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Training ◽  
Historical Perspective ◽  
Educational Practice ◽  
Economic Phenomenon ◽  
Modern System ◽  
History Of ◽  
The Subject ◽  
Oriented System

В статье рассматривается проблема функционирования педагогических классов в современной образовательной практике сквозь призму перспективы и исторической ретроспективы, т. е. в контексте истории развития педагогического образования в России. Цель исследования - научное обоснование педагогических классов как социокультурного и социально-экономического феноменов на основе рассмотрения их в историческом аспекте. Для реализации данной цели автором проводится анализ истории российской практики создания педагогических классов как прообраза современной системы предпрофессиональной подготовки педагогических кадров в системе среднего образования, выявляются социокультурные доминанты и социально-экономические предпосылки организации педагогических классов. Определены этапы становления системы педагогических классов в России. Дана сущностная характеристика педагогических классов, обозначены целевые ориентиры их создания и функционирования в системе профильного обучения в общеобразовательной школе, критериальные особенности, что позволяет рассматривать их как социокультурный и социально-экономический феномен. The article examines the problem of functioning of pedagogical classes in modern educational practice through in historical perspective in the context of the history of the development of pedagogical education in Russia. The author aims to scientifically justify pedagogical classes as socio-cultural and socio-economic phenomena in historical perspective. To achieve this goal, the author analyzes the history of the Russian practice of creating pedagogical classes, as a prototype of the modern system of pre-professional training of teachers in secondary education; reveals the socio-cultural dominants and socio-economic prerequisites of the organization of pedagogical classes; identifies the stages of formation of the system of pedagogical classes in Russia; provides the essential characteristics of the pedagogical classes, the targets of their creation and functioning in the subject-oriented system in the secondary school, which allows to consider them as socio-cultural and socio-economic phenomenon.

scholarly journals Bases históricas da criação dos cursos técnicos integrado ao ensino médio no Brasil

2019 ◽  
Vol 20 ◽  
pp. 238-247
Author(s):  
Átila Alixandre De Moraes ◽  
Odair Diemer
Keyword(s):  
Secondary Education ◽  
Professional Training ◽  
History Of Education ◽  
Basic Training ◽  
Technical High School ◽  
History Of ◽  
Methodological Procedures ◽  
General Training ◽  
The Rich ◽  
Brazilian History

Resumo A história da educação no Brasil é marcada pela dualidade, entre o ensino técnico para os pobres e o propedêutico para os ricos. O ensino médio técnico integrado é uma modalidade de ensino que coaduna a formação básica à técnica, rompendo a dualidade histórica registrada na educação profissional brasileira, fomentando, ao mesmo tempo, o ensino da cultura geral e da formação profissional. A presente pesquisa teve como objetivo realizar uma breve descrição e discussão das bases históricas do ensino médio técnico integrado no Brasil. Os procedimentos metodológicos adotados foram de pesquisa qualitativa de natureza descritiva e explicativa. Na década de 80, houve discussões sobre a criação de um projeto de ensino médio comprometido com as classes trabalhadoras, sendo a principal proposta delineada por Demerval Saviani, com a ênfase de oportunizar a formação profissional integrada à formação geral nos seus múltiplos aspectos humanísticos e científico-tecnológicos. As bases, fundamentavam-se na concepção do ensino médio integrado, norteado pelos conceitos de politecnia, educação unitária e omnilateralidade. As discussões avançaram somente em 2003 e com o Decreto no 5.154/2004 passou a admitir a integração entre a educação profissional e o ensino médio, contudo, apenas nas modalidades concomitante e subsequente. A partir de 2008 essa modalidade de ensino avançou significativamente, com a Lei no 11.892 que criou os Institutos Federais e estabelecendo uma reserva de no mínimo 50% de suas vagas para a oferta de cursos técnicos integrados ao ensino médio. Palavras-chave: Dualidade Educacional; Educação Politécnica; Institutos Federais Abstract (Brazilian history of education was marked by duality between technical education for the poor and propaedeutic for the rich. The integrated technical high school is a education modality that coadunes the basic training to the technical, breaking the historical duality registered in Brazil, while fostering the teaching of general culture and professional training. The objective of the present research was to make a brief description and discussion of the historical base of the technical secondary education integrated in Brazil. The methodological procedures adopted were qualitative research of a descriptive and explanatory nature. In the 80s, there were discussions about the creation of a secondary education project committed to the working class, the main proposal was outlined by Demerval Saviani, with the emphasis on providing professional training integrated with general training in its multiple humanistic and scientific aspects -technological. The bases were based on the conception of integrated secondary education, guided by the concepts of polytechnics, unitary education and omnilaterality. The discussions only advanced in 2003 and with the Decree 5,154 / 2004 it started to admit the integration between vocational and secondary education, however, only in the concomitant and subsequent modalities. As of 2008 this modality of education advanced significantly, with the Law No. 11,892 created the Federal Institutes and established a reserve of at least 50% of their places for the provision of technical courses integrated with secondary education Keywords: Educational Duality; Polytechnic Education; Federal Institutes

scholarly journals The Transformation of Education in Indonesia from the Colonial Era to the Digital Era is Reviewed from a Historical Perspective

2021 ◽  
Author(s):  
Indhi Nur Noviningtyas ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
Historical Perspective ◽  
Human Life ◽  
History Of Education ◽  
Positive Influence ◽  
Reference Source ◽  
Education Development ◽  
Colonial Era ◽  
Digital Era ◽  
History Of ◽  
The Government

ABSTRACT Education is the most important instrument in human life because education can increase human dignity. In addition, education can also be a benchmark for human quality and an example of the progress of a nation. The history of education in Indonesia has evolved from the colonial era to the digital era. These developments have influenced government policies in every era. In the 21st century, the development of education in Indonesia is starting to show progress. This is because it is supported by the rapid growth of information and technology. This research article aims to analyze the educational policies carried out by the government from the colonial era to the digital era to be used as evaluation material at this time so that in the future education in Indonesia is even better. To achieve this goal, this research focuses on the question of how is the transformation of education in Indonesia from the colonial era to the digital era? and what is the paradigm of education in Indonesia when viewed from a historical perspective?. The research method used is the Literature Review method from 27 sources in journal articles, websites, and data reports for 2019-2021. The results of this study found that changes in the Indonesian education system from time to time have a positive influence on the progress of the Indonesian nation. The development of education in Indonesia also has an impact on increasing the Human Development Index (HDI). This shows that the quality of Indonesian society is increasing. Based on the results obtained, it is hoped that it can provide information about the transformation of education in Indonesia from the colonial era to the digital era from a historical perspective. This article is suitable as a reference source for education observers in Indonesia to know the history of education and its policies from the colonial era to the digital era and useful for academics to know the history of education in Indonesia. This research has limitations, namely this research is only limited to the development of education in Indonesia from the colonial era to the digital era and the paradigm of education development in Indonesia from a historical perspective.

scholarly journals Pioneer Friends Harambee Schools in Western Kenya

2013 ◽  
Vol 1 (4) ◽  
pp. 84-94
Author(s):  
Herberth Misigo Amatsimbi ◽  
D. Neville Masika
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Secondary School ◽  
Independent Schools ◽  
Education Department ◽  
Western Kenya ◽  
Self Help ◽  
The Government

Friends African Mission (FAM) set forth an education department to train corps of African teachers- evangelists. The pioneer teacher-evangelists formed the basis of a new Luhyia elite that helped transform Luhyia society. And as education became more relevant in the emerging colonial structure, African Christians began to demand for more schools, learning in English and higher education, at a pace that neither the government nor the missionaries could match. Consequently, African Christians began thinking of establishing government and missionary supported independent schools. The case of the proposed Mbale School and the successive establishment of Chavakali day secondary school illustrate this point. The influence of the Chavakali experiment on secondary education in Kenya was deep and lasting, because it revealed what local self-help could achieve.

scholarly journals Contribution of secondary education towards economic growth in Ngara District, Tanzania

2022 ◽  
Vol 9 (1) ◽  
pp. 14-26
Author(s):  
Catherine Heri ◽  
Demetria G. Mkulu
Keyword(s):  
Economic Growth ◽  
Secondary Education ◽  
Secondary School ◽  
School Education ◽  
Practical Implementation ◽  
Capital Theory ◽  
Secondary School Education ◽  
The Government ◽  
Mixed Approach ◽  
The Relationship

The purpose of this study was to examine the contribution of secondary education towards economic growth in Ngara District. The study was guided by three research objectives which are; to identify the contribution of the education achieved in secondary school graduates on economic growth, to assess the relationship between secondary school education and economic growth and the last one was to analyze the challenges that face secondary education leavers in the job market. The study was guided by Human Capital Theory which was developed by Schult and Becker .The research used mixed approach technique which entails qualitative and quantitative. In qualitative, the study analyzed the findings by looking at the physical trends while quantitative, the findings were analyzed using measurements in terms of inferential statistics. From the findings, the results reveal that there is a direct connectivity between school education and practical implementation of the knowledge gained in classrooms. Moreover, the findings established that there is low contribution in education achieved in secondary-by-secondary school leavers which cannot cater for their economic income. The study recommends that the government should device friendly curriculum which is environment friendly. This will help secondary school leavers to translate their education into economic growth activities. Moreover, the secondary school leavers are advised to link what they gained in their course of schooling in order to avoid depending much on their guardians and parents.

scholarly journals Teacher Perceptions of Using Robots to Teach Neuroscience in Secondary School

2021 ◽  
Author(s):  
Claudio C. S. de Freitas ◽  
Camden Hanzlick-Burton ◽  
Miroslav Nestorovic ◽  
Jennifer DeBoer ◽  
Gregory J. Gage ◽  
...  
Keyword(s):  
United States ◽  
Secondary Education ◽  
Active Learning ◽  
Secondary School ◽  
Teacher Perceptions ◽  
The United States ◽  
Survey Questionnaire ◽  
Educational Tool ◽  
Preliminary Results ◽  
And Training

A study based on a survey questionnaire was conducted with 91 teachers across multiple high schools in the United States to understand their perceptions about the usefulness of using neurorobots to teach neuroscience. In this paper, neurorobot refers to a combination of robotics, active learning, and neuroscience. To situate teachers with an example of how robots can be used to teach neuroscience, we describe an educational tool called the SpikerBot. Our preliminary results indicate that there is an opportunity for neuroscience-oriented robots in secondary education, provided sufficient on-boarding and training videos.

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