scholarly journals CARASTERÍSTICAS DE LOS INTERESES VOCACIONALES EN ALUMNOS DE EDUCACIÓN SECUNDARIA EVALUADOS A TRAVÉS DEL EXPLORA

2016 ◽  
Vol 3 (1) ◽  
pp. 549
Author(s):  
José Manuel Martínez Vicente ◽  
Isabel María Ángeles Segura
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Current View ◽  
Vocational Counseling ◽  
School Students ◽  
Marked Preference ◽  
Toma De Decisiones ◽  
Las Mujeres ◽  
A Current

Abstract:The evaluation of vocational and professional interests is considered one of the important aspects in education secondary students for their future decision making. Thus, the objective of this study is to have a current view of how they are configured vocational and professional interests in secondary students in Spain. This Questionnaire for Vocational and Professional EXPLORE (Martinez-Vicente & Santamaría, 2013) to a sample of 3123 high school students and high school applied. The results obtained indicate that there are sex differences in the elections. While women marked preference for Social - Welfare - Artistic and Creative fields in the two men chosen fields are the Technical and Business -Owner - Persuasiavo. In the analysis of the indices of consistency and differentiation women are more consistent than men and differentiation is also higher for them.Keywords: Behavior vocational, vocational choice, vocational and professional interests, Vocational Counseling, Skills, Personality, Self-efficacy.Resumen:La evaluación de los intereses vocacionales y profesionales se considera uno de los aspectos importante en alumnos de educación Secundaria de cara a su futura toma de decisiones. Así pues, el objetivo del presente estudio es tener una visión actual de cómo están configurados los intereses vocacionales y profesionales en alumnos de educación secundaria en España. Para ello se aplicó el Cuestionario para la Orientación Vocacional y Profesional EXPLORA (Martínez-Vicente y Santamaría, 2013) a una muestra de 3123 alumnos de secundaria y Bachillerato. Los resultados obtenidos permiten concluir que existen diferencias de sexo en las elecciones. Mientras que las mujeres marcan preferencia por los campos Social-Asistencial y Artistico-Creativo, en los hombres los dos campos más elegidos son el Técnico-Manual y el Empresarial-Persuasivo. En los análisis de los índices de consistencia y diferenciación las mujeres son más consistentes que los hombres y la diferenciación también es mayor a favor de ellas.Palabras claves: Conducta vocacional, Elección vocacional, Intereses vocacionales y profesionales, Asesoramiento vocacional, Habilidades, Personalidad, Autoeficacia.

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

scholarly journals SUPERVISION AS A REFERENCE POINT IN THE DEVELOPMENT OF STUDENTS' PRACTICAL SKILLS IN ORGANIZING PROFORIENTATION WORK

2020 ◽  
Vol 67 (3) ◽  
pp. 77-86
Author(s):  
Sh. Demissenova ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Career Guidance ◽  
Vocational Guidance ◽  
Bachelor's Degree ◽  
Vocational Counseling ◽  
Practical Skills ◽  
School Students ◽  
Guidance Program ◽  
Entire Career

This article describes the experience of supervising teachers of psychological and pedagogical disciplines for students of educational psychologists, psychologists in organizing and conducting career guidance work with senior students. The issues of developmental work with an optician, vocational counseling, psychodiagnostics for choosing a profession are considered, and promising directions of vocational guidance work, difficulties and typical mistakes are considered. A detailed description of the preliminary work on the training of volunteers from among the students of the bachelor's degree programs "Psychology" and "Pedagogy and Psychology" for conducting career guidance activities with high school volunteers is given. The technology of sampling and documentary registration of permission to conduct vocational guidance work with teenage high school students is revealed. Potential possibilities of application of a number of psychodiagnostic techniques are analyzed. Recommendations for their implementation and interpretation are given. The effectiveness of the use of activating methods of vocational guidance and the expediency of their inclusion in the structure of developing training sessions are shown. The entire career guidance program is built in accordance with the content of the classification of professions according to E.A. Klimov. The article analyzes the experience and prospects for the development of practical skills of psychology students, teachers-psychologists in career guidance activities with high school students.

scholarly journals A Unique Methodology For Implementing High School Capstone Experiences Through Teacher Professional Development

2011 ◽  
Vol 2 (2) ◽  
pp. 17-30 ◽  
Author(s):  
Jessica Chin ◽  
Abe Zeid ◽  
Claire Duggan ◽  
Sagar Kamarthi
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
School Students ◽  
New Approach ◽  
Post Secondary ◽  
Hands On Learning ◽  
High School Classroom

Innovators and abstract thinkers - students who question why are going to be the future of engineering, of science and cures for diseases. Rarely do students ask where and how innovation is created. Students, particularly post-secondary students have lost their curiosity and they have lost their ability to question. Why? Because the relationship between theory and application has been removed from our high schools. Although the term “STEM” is generally used, students do not appear to understand the importance of core STEM principles such as Newton’s 2nd law and therefore do not understand the influence these basic algorithms have in daily life. In recent decades, high school education has focused on quizzes and exams, state and national standardize testing and SATs. More emphasis is placed on performing well on these exams, focusing on memorization and test taking rather than on thorough comprehension. The question is, “how do you translate theory to application in the high school classroom?” Students’ knowledge and engagement are only as good as their teachers. Educators need to be given the proper tools, resources, and knowledge. CAPSULE, a capstone-based experience provides tools, resources, and knowledge to enhance the teaching and learning involvement. CAPSULE teaches and promotes inquiry, exploration and application rather than just theory. The methodology engages and educates hands-on learning, teamwork and multiple solutions through the engineering design process (EDP). The theory behind innovation is the motivation for CAPSULE – to teach and engage teachers using 3D modeling, EDP, and project-based learning to create a high school capstone experience. This paper presents a new approach of teaching STEM related courses to high school students. The methodology presented is on “training the trainer” to enable and empower teachers to master and utilize this new approach. 

scholarly journals Sexismo ambivalente y estilos de manejo de conflictos en estudiantes de bachillerato / Ambivalent Sexism and Conflict Handling Styles in High School Students

2017 ◽  
Vol 8 (15) ◽  
pp. 182-209
Author(s):  
Alejandro César Antonio Luna-Bernal
Keyword(s):  
High School ◽  
High School Students ◽  
Ambivalent Sexism ◽  
School Students ◽  
Conflict Handling ◽  
Las Mujeres

El presente estudio tuvo como objetivo analizar la relación entre el sexismo (hostil y benevolente) y los estilos de manejo de conflictos (agresivo, cooperativo y pasivo) que los estudiantes de bachillerato reportan emplear al manejar sus conflictos con sus compañeros de aula hombres y mujeres. La muestra (N = 282) estuvo compuesta por estudiantes de bachillerato de las ciudades de Guadalajara y de Colima, México, con rango de edad de 14 a 19 años. Los participantes respondieron el Cuestionario Conflictalk y el Inventario de Sexismo Ambivalente para Adolescentes. Se llevó a cabo un análisis correlacional de Pearson entre las variables de estudio en la submuestra de hombres (n = 126) y otro en la submuestra de mujeres (n = 156). En los resultados se encontró que, en los conflictos de los hombres con las mujeres, los estilos cooperativo y pasivo correlacionaron positivamente con Sexismo Benevolente, y el estilo agresivo con Sexismo Hostil. Por otra parte, en los conflictos de las mujeres con sus compañeras mujeres, el estilo agresivo correlacionó positivamente con Sexismo Hostil. Estos hallazgos sugieren que, probablemente, los adolescentes varones que presentan mayores creencias y actitudes sexistas benevolentes tiendan a adoptar actitudes y comportamientos más complacientes, cooperativos y/o evitativos frente a sus compañeras mujeres cuando tienen conflictos con ellas. Por el contrario, los adolescentes varones que presentan mayores creencias y actitudes sexistas hostiles posiblemente tienden a adoptar un estilo agresivo en los conflictos con sus compañeras mujeres. Por su parte, en la submuestra de mujeres, los resultados sugieren que, probablemente, las adolescentes que presentan mayores creencias y actitudes sexistas hostiles tiendan a adoptar un estilo agresivo en los conflictos con sus compañeras mujeres. Se discuten estos resultados en el marco de la Teoría del Sexismo Ambivalente y de la literatura sobre gestión de conflictos en la adolescencia.

scholarly journals Manifestaciones de violencia escolar en estudiantes de secundaria de una comunidad indígena de Chiapas / Manifestations of school violence in high school students from an indigenous community of Chiapas

2016 ◽  
Vol 5 (10) ◽  
pp. 170
Author(s):  
Germán Alejandro García Lara ◽  
Soledad Hernández Solís ◽  
Carlos Eduardo Pérez Jiménez ◽  
Oscar Cruz Pérez ◽  
Martín Cabrera Méndez ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
School Violence ◽  
Indigenous Community ◽  
School Students ◽  
Las Mujeres ◽  
Violencia Escolar

El presente trabajo indaga sobre las manifestaciones de violencia en una escuela secundaria de una comunidad indígena de Chiapas. Para ello se realizaron entrevistas a estudiantes, directivos y docentes del centro escolar. El análisis de la información se llevó a cabo mediante la comprensión amplia de los registros, la extracción de unidades y el desarrollo, delimitación e interpretación de categorías. Los resultados indican que las manifestaciones de violencia son comunes en este grupo de escolares: golpes, insultos y abuso a los más débiles y las mujeres. Las vías de mediación utilizadas son el diálogo y la búsqueda de apoyo en la familia o docentes. La manifestación de dicha violencia revela tensión en las relaciones entre los estudiantes, así como el consumo de alcohol.

scholarly journals Skills of literary appreciation and their relationship to rhetorical concepts among secondary school students

2020 ◽  
pp. 8-39
Author(s):  
عبدالرازق مختار محمود ◽  
حسام الدين البدري محمد
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Secondary Students ◽  
Educational Administration ◽  
Research Group ◽  
First Year ◽  
School Students ◽  
Performance Skills ◽  
Measurement Tools

The aim of the current research is to identify the relationship between Literary Appreciation Skills and rhetorical concepts among high school students. The experimental approach was followed using a one-group semi-experimental design, and the research group consisted of (30) male and female students in the first secondary class at Al-Atmaniya Joint Secondary School affiliated to the Badari Educational Administration in Assiut Governorate. To achieve the goal of the research, a set of tools has been prepared, namely: List of literary taste skills appropriate for first-year secondary students and their number reached (20) performance skills, and other rhetorical concepts necessary for first-year secondary students included two main concepts and (14) sub-concepts, as well as preparing a Measurement tools: Test literary appreciation skills and rhetorical concepts for first-year high school students. By applying these tools, the research found a correlation between rhetorical concepts and literary appreciation. And that is through the results of the students’average averages (the research group) for both literary taste skills and rhetorical concepts, where a significant convergence was observed between the averages of literary taste skills and rhetorical concepts, and that students whose mean averages in rhetorical concepts had high results in testing literary taste skills, and vice versa. The research in accordance with these findings has made a series of recommendations and proposals.

scholarly journals Body composition and physical fitness in Colombian high school students from Ibagué

Biomédica ◽  
2017 ◽  
Vol 37 (3) ◽  
pp. 408 ◽  
Author(s):  
Constanza Palomino-Devia ◽  
José Antonio González-Jurado ◽  
Carlos Alberto Ramos-Parraci
Keyword(s):  
High School ◽  
Body Composition ◽  
High School Students ◽  
Physical Fitness ◽  
Vo2 Max ◽  
School Students ◽  
Grasa Corporal ◽  
Las Mujeres

Introducción. La composición corporal y otros componentes de la condición física han demostrado ser importantes indicadores de la condición de salud.Objetivo. Analizar la composición corporal y la condición física de escolares colombianos de educación secundaria y media de las instituciones oficiales de Ibagué, estudiar las diferencias por sexo y edad, y establecer la correlación entre algunas variables.Materiales y métodos. Participaron 1.253 estudiantes (601 hombres y 652 mujeres), con un rango de edad entre los 10 y los 20 años. Se aplicaron las pruebas físicas de la batería ALPHA-Fitness en su versión extendida. Se evaluó el índice de masa corporal (IMC), el perímetro de la cintura y el porcentaje de grasa.Resultados. Se encontraron diferencias por sexo en las variables estudiadas, con mayor IMC y porcentaje de grasa en las mujeres que en los hombres (20,6 Vs. 19,4 kg/m2 y 26,1 Vs. 16,8 %, respectivamente); sin embargo, el perímetro de cintura fue mayor en los hombres (69,6 cm Vs. 67,9 cm), aunque ellos registraron mejor rendimiento en el resto de pruebas físicas (p<0,05). En ambos sexos la edad se asoció con aumentos del IMC (p<0,05) y, en las mujeres, con el porcentaje de grasa (p<0,05), lo que no ocurrió en los hombres, en quienes la edad se asoció inversamente con la grasa corporal (p<0,05). En el resto de las pruebas físicas, la edad se asoció positivamente con el rendimiento en ambos sexos, excepto en el consumo máximo de oxígeno (VO2 máx). Se hallaron correlaciones entre algunas de las variables estudiadas.Conclusiones. La adiposidad fue significativamente mayor en las mujeres que en los hombres (p<0,05). Los hombres tuvieron mejores niveles de capacidad aeróbica, musculoesquelética y motora.

A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming

2017 ◽  
Vol 41 (3) ◽  
pp. 156-165 ◽  
Author(s):  
Michael E. May ◽  
Jonathan Chitiyo ◽  
Theresa Goodin ◽  
Angie Mausey ◽  
Crystal Swan-Gravatt
Keyword(s):  
High School ◽  
Special Education ◽  
Preservice Teachers ◽  
High School Students ◽  
Service Learning ◽  
Students With Disabilities ◽  
Secondary Students ◽  
School Personnel ◽  
Learning Model ◽  
School Students

The current article describes the evaluation of a service-based learning model as part of a special education course focused on secondary programming for students with disabilities. A total of 42 preservice teachers and 21 high school juniors and seniors with disabilities actively participated in the service learning project at a local high school. Preservice teachers conducted a transition assessment, developed and implemented lesson plans for postsecondary skill development with a high school student, presented their results to local high school personnel, and completed a self-assessment of their level of confidence in transition education for secondary students. Overall, preservice teachers reported confidence in transition planning and in designing and delivering instructional opportunities based on assessment of high school students’ transition needs. Moreover, the preservice teachers met the course learning standards by working directly with high school students. Barriers and recommendations for personnel preparation and research are discussed.

scholarly journals Cultural DeCoding: A humanities program for gifted and talented high school students seeking university entrance

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Laura D'Olimpio ◽  
Angela McCarthy ◽  
Annette Pedersen
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Western Australia ◽  
Gifted And Talented ◽  
School Students ◽  
Teaching Expertise ◽  
John Xxiii ◽  
Research And Teaching ◽  
Extension Program

This article details Cultural DeCoding, a humanities based high school extension program for gifted and talented Year 11 and 12 students in Western Australia. The brainchild of Dr Annette Pedersen (UWA & John XXIII College) and Dr Angela McCarthy (UNDA), the program runs for four days across the summer holidays before the start of the school term. The program fills a gap that exists in the education of gifted and talented secondary students who are interested in the humanities. It is comprised of sessions run by academics who facilitate discussion and activities based on their area of research and teaching expertise. The group is deliberately kept small in order to give students a chance to engage deeply and respectfully with like-minded others. The intention is to give these students an experience of what university will be like, and to have a chance to think philosophically; namely, critically, creatively and morally, in collaboration with others.

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