Teachers’ perceptions of teacher‑student relations in upper secondary education

2021 ◽  
Keyword(s):  
Secondary Education ◽  
Teachers Perceptions ◽  
Upper Secondary Education ◽  
Teacher Student ◽  
Upper Secondary

scholarly journals TOWARDS THE INTEGRATION OF CULTURE INTO TEACHING ENGLISH IN UPPER SECONDARY SCHOOLS: TEACHERS’ CONCERNS AND EXPECTATIONS

2018 ◽  
Vol 127 (6B) ◽  
pp. 121
Author(s):  
Hoa Thi Hoang Chau
Keyword(s):  
Secondary Education ◽  
Educational Reform ◽  
Intercultural Competence ◽  
Secondary Level ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Intercultural Integration ◽  
Upper Secondary Level

<p>As a part of educational reform in upper secondary education, intercultural competence has been identified as a goal of foreign language teaching to enable the Vietnamese young people to work and study in globalized environment. In fact, culture has been incorporated in the expected English teaching curriculum for general education. Prior the change of curriculum at national scale, this study aimed to explore teachers’ perceptions of integrating intercultural competence into teaching English at upper secondary level. The quantitative and qualitative data collected from 101 teachers of English in a province of the Mekong Delta, indicated that they took the four aspects into considerations, namely learners’ learning strategies and motivations, teachers’ intercultural instructions, course books and curriculum, and management aspects. For better practice of intercultural integration, the teachers had high expectation for pedagogical training to enhance their intercultural competence and intercultural integrating pedagogies. From the findings, some pedagogical implications were made to foster the feasibility of intercultural integration in teaching English in upper secondary level.</p><p><strong>Keywords.</strong> educational reform, intercultural competence, intercultural integration, teachers’ perceptions, upper secondary education</p>

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Caracterrsticas de la Oferta de la Educaciin Media en Colombia (Upper Secondary Education in Colombia)

2017 ◽  
Author(s):  
Sandra Garcia ◽  
Darro Maldonado ◽  
Marcela Acosta ◽  
Nicolas Castro ◽  
David Granada ◽  
...  
Keyword(s):  
Secondary Education ◽  
Upper Secondary Education ◽  
Upper Secondary

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

scholarly journals Student engagement, truancy, and cynicism: A longitudinal study from primary school to upper secondary education

2021 ◽  
Vol 86 ◽  
pp. 101972
Author(s):  
T.E. Virtanen ◽  
E. Räikkönen ◽  
M.C. Engels ◽  
K. Vasalampi ◽  
M.-K. Lerkkanen
Keyword(s):  
Longitudinal Study ◽  
Secondary Education ◽  
Student Engagement ◽  
Primary School ◽  
Upper Secondary Education ◽  
Upper Secondary
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