scholarly journals Developing global citizenship through real-world tasks – a virtual exchange between North American university students and Italian upper-secondary school students

2020 ◽  
pp. 147-155
Author(s):  
Roberta Trapè
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Real World ◽  
Global Citizenship ◽  
Significant Degree ◽  
Virtual Space ◽  
Upper Secondary School ◽  
School Students ◽  
American University ◽  
Upper Secondary

This paper concerns a virtual exchange project between the University of Virginia (UVa), United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018–2021) with a direct reference to Robert O’Dowd’s transnational model of virtual exchange for global citizenship education, proposed in 2018. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. More specifically, this paper gives an account of how students, through real-world tasks, could develop global citizenship.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

Trying to fit in – Upper secondary school students’ negotiation processes between sports culture and youth culture

2017 ◽  
Vol 54 (4) ◽  
pp. 445-458 ◽  
Author(s):  
Stine Frydendal Nielsen ◽  
Lone Friis Thing
Keyword(s):  
Secondary School ◽  
Youth Culture ◽  
School Context ◽  
Upper Secondary School ◽  
School Students ◽  
Physically Active ◽  
Sports Culture ◽  
Norbert Elias ◽  
Upper Secondary ◽  
Group Interviews

In this paper we present results concerning how students in a Danish upper secondary school negotiate between sports culture and the prevailing norms of youth culture in a local school context. The study shows that it can be rather difficult for young people to combine sports culture with the local youth culture, because living a healthy and physically active life doesn’t fit very well with the prevailing norms of youth culture, which involve a dominant social arena characterized by parties and alcohol. By applying the figurational sociology of Norbert Elias, this article shows that being included in a sports figuration can result in exclusion from the youth figuration. Young athletic students are therefore in a constant process of negotiation, where they struggle to fit into both sport and non-sport related contexts, because it is important to belong within both. The study is based on 16 focus group interviews [N=120] conducted over four years in one Danish upper secondary school.

scholarly journals Ligga steget före: Barnskötares yrkesomdöme åskådliggjort genom bedömningshandlingar

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Enni Paul ◽  
Camilla Gåfvels
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Multimodal Interaction ◽  
Video Sequences ◽  
Upper Secondary School ◽  
School Students ◽  
Central Aspect ◽  
Upper Secondary

This study explores vocational judgement, which is discernible in the assessment actions of a supervising childminder directed towards upper secondary school students – while interacting with the children – during work-based learning in Sweden. The research aims to identify the characteristics of vocational knowing in terms of judgement, as exhibited in everyday interactions with children, by applying multimodal interaction ana-lysis to two video sequences from different Swedish preschools. The study findings show how vocational judgement – in the form of embodied discernment – is a central aspect of a childminder’s vocational knowing. Vocational judgement becomes discernible, for instance, in how supervising childminders are consistently one or several steps ahead of both children and upper secondary school students

scholarly journals The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills

2019 ◽  
pp. 174-182
Author(s):  
Louise Maddens ◽  
Fien Depaepe ◽  
Annelies Raes ◽  
Jan Elen
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Online Learning Environment ◽  
Upper Secondary School ◽  
School Students ◽  
Research Skills ◽  
Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.

Various reasons, various trajectories? Interrupted schooling among Polish upper secondary school students

2020 ◽  
pp. 1-23
Author(s):  
Aleksandra Jasińska-Maciążek ◽  
Anna Hawrot ◽  
Paulina Marchlik ◽  
Hanna Tomaszewska-Pękała ◽  
Tomasz Żółtak
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Interrupted Schooling
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