scholarly journals Difficulties in Adaptation of Religious Terminology on Requirements of Teaching

2013 ◽  
Vol 2 ◽  
pp. 61-66
Author(s):  
Andrzej Borowski
Keyword(s):  
Secondary Schools ◽  
Religious Education ◽  
Primary Schools ◽  
Religious Knowledge ◽  
Post Secondary ◽  
Linguistic Awareness ◽  
Upper Secondary ◽  
Upper Secondary Schools

The effectiveness of teaching the religion depends on the degree of the linguistic efficiency for the sender and for the recipient and by the degree of linguistic awareness of the religion instruction teacher i.e. his knowledge about mechanisms of the linguistic intercommunication. In the religious education transmission it seems essential to be perceiving language of the religious education by pupils. Amongst pupils and religion instruction teachers from primary schools and post-secondary a belief that the new manuals are adapted for the age and the level of the religious knowledge of pupils is dominating, they aren't proposing more serious linguistic problems concerning remarks. This belief results from the low-end acquaintance of the religious /terminology pupil’s/ and of religion instruction teacher’s /conformism/. Pupils of upper secondary schools are more conscious of their gaps in the knowledge of a language religious however the little percentage is only trying to make up for these gaps through the participation in active religious education /especially this beyond the school/.

scholarly journals Clustering Applied to the Education: A K-means and Hierarchical Application

2020 ◽  
Vol 12 (3) ◽  
pp. 66
Author(s):  
Víctor Daniel Gil-Vera ◽  
Isabel Cristina Puerta-Lópera ◽  
Catalina Quintero-López
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Open Data ◽  
Technology Students ◽  
Use Of Technology ◽  
Desktop Computers ◽  
Upper Secondary ◽  
Group A ◽  
Data Portal ◽  
Upper Secondary Schools

Currently, most schools in the world use ICT, which is why students must make use of computers and mobile devices in and out of schools. Thanks to the use of technology, students are more interested and motivated to learn, considering that motivation is one of the main engines of learning, since it encourages activity and thought. On the other hand, motivation makes students spend more time working and therefore they are more likely to learn more. The aim of this paper was to present a clustering of European countries according to the number of desktop computers available to students in primary schools (ISCED 1), lower secondary schools (ISCED 2) and upper secondary schools (ISCED 3). Was used the database developed by the ES Open Data Portal for the year 2019 on "ICT in Education". For the classification were used the hierarchical clustering and K-means techniques and the statistical software Rcran 3.6.3. These techniques were used as they have the ability to group a large number of elements into clusters, based on the similarity learned. This paper concludes that the countries with the highest GDP are not the ones that have the most desktop computers in their schools. Bulgaria is the country with the major number of desktop computers in their schools.

A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sovansophal Kao
Keyword(s):  
Secondary Schools ◽  
Attitudes Toward Science ◽  
Content Type ◽  
Math Teachers ◽  
Upper Secondary ◽  
New Form ◽  
K 12 ◽  
New Generation ◽  
Upper Secondary Schools ◽  
Practical Implications

PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

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