The Construct Equivalence Test and Latent Mean Analysis on the Core Creativity Competence Scale for Students in the Secondary Education by Gender and the School Level

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

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Differences in state- and district-level stakeholders’ perceptions of curriculum coherence and school impact in national curriculum reform

Journal of Educational Administration ◽

10.1108/jea-08-2018-0153 ◽

2019 ◽

Vol 57 (3) ◽

pp. 210-226 ◽

Cited By ~ 2

Author(s):

Jenni Sullanmaa ◽

Kirsi Pyhältö ◽

Janne Pietarinen ◽

Tiina Soini

Keyword(s):

Curriculum Reform ◽

Educational System ◽

Latent Profile Analysis ◽

National Curriculum ◽

District Level ◽

School Level ◽

Reform Process ◽

Content Type ◽

The Core ◽

High Coherence

Purpose Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this paper is to explore variation in perceived curriculum coherence and school impact among state- and district-level stakeholders. Design/methodology/approach The participants (n=666) included state- and district-level stakeholders involved in a national curriculum reform in Finland. Latent profile analysis was employed to identify profiles based on participants’ perceptions of the core curriculum’s coherence and the reform’s impact on school development. Findings Two profiles were identified: high coherence and impact, and lower consistency of the intended direction and impact. State-level stakeholders had higher odds of belonging to the high coherence and impact profile than their district-level counterparts. Practical implications The results imply that more attention needs to be paid in developing a shared and coherent understanding particularly of the intended direction of the core curriculum as well as the reform’s effects on school-level development among state- and district-level stakeholders. Originality/value The study contributes to the literature on curriculum reform by shedding light on the variation in perceived curriculum coherence and school impact of those responsible for a large-scale national curriculum reform process at different levels of the educational system.

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Role of In-Service Promoted Secondary School Heads in Strengthening Secondary Education in Kohat Division (Pakistan)

International Journal of Human Resource Studies ◽

10.5296/ijhrs.v3i1.3114 ◽

2013 ◽

Vol 3 (1) ◽

pp. 38

Author(s):

Qaiser Suleman ◽

Ishtiaq Hussain

Keyword(s):

Secondary Education ◽

Secondary School ◽

Professional Training ◽

Statistical Treatment ◽

Sampling Technique ◽

Simple Random Sampling ◽

School Level ◽

Teachers And Students ◽

School Heads

The purpose of the current paper was to explore the role of in-service promoted secondary school heads in strengthening secondary education. The objectives of the study were: (a) to investigate the role of in-service promoted secondary school heads in strengthening secondary education; (b) to investigate the weak areas of in-service promoted secondary school heads in strengthening secondary education; and (c) to suggest workable recommendations to improve the administrative performance of in-service promoted secondary school heads. All the teachers and students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. The study was delimited to male secondary school heads, teachers and students only. The study was further delimited to 30 secondary schools in each district of Kohat Division i.e., Karak, Kohat and Hangu. In order to ensure adequate representation of the population, 450 teachers and 900 students were selected through simple random sampling technique. The nature of the study was descriptive and questionnaires were used as research instrument. Pilot testing was conducted to eliminate the weaknesses, misconceptions and ambiguities of the questions in the questionnaires. Data was collected through personal visits. Then it was organized, tabulated, analyzed and interpreted. Statistical tools, i.e., percentage and chi square were used for the statistical treatment of the data. After analysis of the data, the researchers arrived at the conclusions that the overall administrative performance of in-service promoted secondary school heads was ineffective and unproductive. They lack the qualities of effective leadership and successful administration. Based on findings of the study, it is strongly recommended that a special professional training programme regarding school administration and management should be institutionalized so that in-service promoted secondary school heads may be equipped with the modern techniques of school management and administration. KEYWORDS: Role, In-service Promoted Secondary School Heads, Strengthening, Secondary Education

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Media literacy in the system of the secondary education in Russia

10.48082/espacios-a20v41n48p29 ◽

2020 ◽

Vol 41 (48) ◽

pp. 393-401

Author(s):

Ilia A. BYKOV ◽

◽

Maria V. MEDVEDEVA ◽

Keyword(s):

Secondary Education ◽

Media Literacy ◽

Education System ◽

Media Education ◽

School Level ◽

Educational Standards ◽

Main Attention ◽

Russian School ◽

Insufficient Attention ◽

The Media

This article is devoted to the issue of media education in Russian school. The main attention is paid to the concepts of media education and media literacy. The authors have studied the issue of media literacy in the education system of Russia. They have discovered that today an insufficient attention is paid to the problem of media literacy and media education at the school level. The authors argue that the educational standards and the school textbooks do not take into account the need to teach methods of protection against manipulation in the media.

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Reducing Coercion in Schools

10.1093/oxfordhb/9780199324552.013.24 ◽

2015 ◽

Author(s):

Robert R. Horner ◽

Kent McIntosh

Keyword(s):

Behavioral Interventions ◽

School Discipline ◽

School Level ◽

The Core ◽

Whole School ◽

Positive Behavioral Interventions ◽

Punitive Discipline ◽

Detrimental Impact ◽

Core Features ◽

Systems Of Support

The use of punitive discipline systems in schools establishes the foundation of coercive dynamics. Adults all too often establish aversive contingencies that inadvertently prompt and maintain unwanted behavior by students. Three recent themes in addressing school discipline systems include (1) emphasizing reward of desired behavior above punishment of undesired behavior, (2) implementing systems of support at the whole-school level, and (3) introducing a “multitiered” approach to discipline systems that matches the level of support to the need of the student. These three themes are linked within a schoolwide approach labeled “positive behavioral interventions and supports” (PBIS). The chapter presents the core features of School-wide PBIS and describes how those features reduce the detrimental impact of coercive dynamics.

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Ancient Languages and the Modern Learner

Teaching Classics in the Digital Age - Think! Historically ◽

10.38072/2703-0784/p29 ◽

2021 ◽

pp. 155-167

Author(s):

Ian Colvin ◽

Lisa Hay

Keyword(s):

Risk Taking ◽

Large Range ◽

Traditional Classroom ◽

School Level ◽

The Core ◽

University Of Cambridge ◽

Classical World ◽

The University ◽

Interactive Resources ◽

Cambridge School

Ian Colvin and Lisa Hay present the 'University of Cambridge School Classics' Project which has been developed to support school-level teaching. From humble beginnings like simple vocabulary testers, the program has since evolved to a large range of resources including schemes of work for civilisation topics, documentaries on aspects of ancient life, and support for reading authentic literature. By removing some of the 'performance' elements of a traditional classroom, these interactive resources can support positive learning habits, risk taking, and creativity. The core aim of the project remains to help make the classical world accessible to as many students as possible'.

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Percentage of decisions taken at the school level in public lower secondary education, by mode of decision making and domain (2007) - planning and structures

Education at a Glance 2008 - Education at a Glance ◽

10.1787/eag-2008-tabled6_4b-en ◽

2008 ◽

Keyword(s):

Decision Making ◽

Secondary Education ◽

School Level ◽

Lower Secondary Education

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Lärarna och lämpligheten

Pedagogisk forskning i Sverige ◽

10.15626/pfs23.5.14 ◽

2018 ◽

Vol 23 (5) ◽

pp. 244-267

Author(s):

Per Gerrevall

Keyword(s):

Teacher Education ◽

Teacher Training ◽

Professional Practice ◽

Research Group ◽

Teaching Profession ◽

School Level ◽

Teacher Competence ◽

Relational Competence ◽

The Core ◽

Important Field

Education of teachers and teacher competence has been an important field since the establishment of Pedagogy as science. This article relates to research concerning teacher competence and conditions for admission to teacher education. The purpose is to identify what is characterized as ineligible in connection with admission to teacher education, in assessing becoming teachers’ pedagogical actions, and in professional teachers’ vocational practice. Within a research group at Linnaeus University, we have in two projects studied the gatekeeping function to the teaching profession. The core of the projects consists of the assessment of eligibility that takes place before and during teacher training as well as during teachers’ professional practice. On admission to teacher education, it is mainly on communicative and relational grounds that an applicant may be deemed ineligible to become a teacher. In teacher education a didactical dimension is added as well as an analytical and reflective dimension, which means being able to reflect critically over practice on a scientific ground, or on ethical grounds. In teachers’ professional practice, shortcomings in communicative and relational competence as well as actions that contradict ethical grounds constitute predominant reasons for being considered ineligible. Shortcomings in educational skills are generally handled at school level.

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