Anticipating the Citizenship Curriculum Order in Secondary Schools in England: A Snapshot of Teachers' Preferred Purposes and Curriculum Practices

2002 ◽  
Vol 5 (2) ◽  
pp. 67-78
Author(s):  
Mark Evans
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Pedagogical Practices ◽  
Critical Examination ◽  
Small Scale ◽  
School Teachers ◽  
School Based ◽  
Education And Employment ◽  
Curriculum Practices

This paper is based on a small-scale study that explored how a sample of ‘specialist’ secondary school teachers in England characterize ‘educating for citizenship’ on the eve of its inclusion into the National Curriculum. This study was carried out between September, 2000 and January, 2001. Data was gathered from a group of ‘specialist’ secondary teachers through postal self-completion questionnaires, interviews, and classroom observations. Relevant documents, e.g. school-based curriculum documents, Department for Education and Employment (DfEE), and Qualifications and Curriculum Authority (QCA) documents, were also considered. Teachers' thinking about essential learnings, curriculum practices, and contextual concerns are described and analyzed. Findings suggest general support for the purposes of the Citizenship initiative, preferred yet divergent curriculum practices, and scepticism about implementation. They also suggest a need for a more critical examination of the interconnections among curriculum intentions, pedagogical practices, and contextual considerations.

scholarly journals Implementation of school-based curriculum as perceived by secondary school teachers of English

2016 ◽  
Vol 5 (2) ◽  
pp. 167
Author(s):  
Chuzaimah D. Diem ◽  
Yusfardiyah Yusfardiyah ◽  
Binti Koniaturrohmah ◽  
Lismalayani Lismalayani
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Education Level ◽  
School Teachers ◽  
School Based ◽  
Efl Teachers ◽  
New Curriculum ◽  
The Government

Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1) 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2) there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3) there was a significant correlation between teachers’ certification status and their (i) KTSP preparation, (ii) teaching experience, and (iii) involvement in dissemination program activities.

Assessing Listening Comprehension at the Secondary Level in Bangladesh: Challenges and Possible Measures

2021 ◽  
Vol 7 (2) ◽  
pp. 189-193
Author(s):  
S M Akramul Kabir ◽  
Janinka Greenwood
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Language Education ◽  
Secondary Level ◽  
Assessment Procedure ◽  
School Teachers ◽  
English Language Education ◽  
Assessment Procedures

The current National Curriculum 2012 of Bangladesh recommends all four skills of English language education to be assessed in school and public exams. In the curriculum, there is a suggestion to evaluate the listening abilities of students through a formative assessment throughout the year at schools. The marks of the listening assessment need to be counted with the other three skills while grading students’ English language papers for the secondary level in the Secondary School Certificate (SSC) examination. However, the existing exam evaluates only reading and writing tasks. Although various attempts are underway to reform the current language assessment procedure by including listening and speaking skills, nothing has come out in concreate so far. With this article, I provide expert insights into the challenges of listening assessment with the goal of helping policymakers and the secondary school teachers. In-depth interviews with policymakers and secondary school teachers and (n=16) are qualitatively analysed to gain reflection into the existing challenges to assess listening and how to make the assessment procedures. The findings and discussion of the article propose a conceptual framework that can be helpful for the teachers and policymakers to deal with the challenges. 

scholarly journals Evaluation of teachers’ opinions on sustainability of school-based change policiesÖğretmenlerin okul temelli değişim politikalarının sürdürülebilirliğine ilişkin görüşlerinin değerlendirilmesi

2015 ◽  
Vol 12 (2) ◽  
pp. 703
Author(s):  
Betül Balkar ◽  
Nazife Karadağ
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Quantitative Research ◽  
Secondary School Teachers ◽  
School Administrators ◽  
School Teachers ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
School Based ◽  
Internal And External Factors

<p>The aim of this study is to determine the opinions of secondary school teachers on sustainability of school-based educational and administrative change policies at schools. Qualitative and quantitative research methods and techniques were used together in the study and therefore the study was conducted through mixed research method. The participants of the study consisted of 196 secondary school teachers working in the central districts of Gaziantep province. The participants were chosen by using maximum variation sampling on a volunteer basis. Data of the study were collected through an interview form including standardized open-ended questions. Qualitative and quantitative techniques were used in the analysis of collected data. As a result of the study, it is determined that school-based change policies were especially established for educational issues. Change policies should be accordant with school culture and should be systematic in order to gain acceptance of teachers and become practicable in this way. It is also revealed that teachers should have a certain number of characteristics facilitating implementation of changes. It is concluded that internal and external factors should be considered together and teachers’ and school administrators’ professional development should be provided with continuity in order to ensure sustainability of school-based change policies. Based on the results of the study, it is suggested that professional development opportunities for teachers and administrators should be varied and should be enriched in terms of content in order to response to requirements of change effectively.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı; ortaokul öğretmenlerinin okul temelli eğitsel ve yönetsel değişim politikalarının okullarda sürdürülebilirliğine ilişkin görüşlerinin belirlenmesidir. Nitel ve nicel araştırma yöntem ve tekniklerinin bir arada kullanıldığı araştırma karma araştırma yöntemiyle gerçekleştirilmiştir. Araştırmanın katılımcıları Gaziantep ili merkez ilçelerinde bulunan ortaokullarda görev yapan 196 ortaokul öğretmeninden oluşmaktadır. Katılımcılar maksimum çeşitlilik örneklemesi kullanılarak ve gönüllük esasıyla belirlenmiştir. Araştırmanın verileri standartlaştırılmış açık uçlu sorulardan oluşan görüşme formu aracılığıyla toplanmıştır. Araştırma verilerinin analizinde nitel ve nicel veri analizi teknikleri bir arada kullanılmıştır. Araştırmanın sonucunda; okul temelli değişim politikalarının özellikle eğitsel konulara yönelik olduğu belirlenmiştir. Değişim politikalarının öğretmenler tarafından kabul görmesi ve böylece uygulanabilir olabilmesi için, okul kültürüne uygun olması ve sistemli olması gerekmektedir. Aynı zamanda öğretmenlerin de değişimin uygulanmasını kolaylaştıracak birtakım özelliklere sahip olması gerektiği ortaya çıkmıştır. Okul temelli değişim politikalarının sürdürülebilirliğinde okul içi ve okul dışı faktörlerin bir arada değerlendirilmesi ve özellikle yönetici ve öğretmenlerin mesleki gelişimlerinde süreklilik sağlanması gerektiği sonucuna ulaşılmıştır. Araştırmanın sonuçlarına dayalı olarak; değişimin gerekliliklerine etkili bir şekilde cevap verilebilmesi için, öğretmenlere ve okul yöneticilerine sunulan mesleki gelişim olanaklarının çeşitlendirilmesi ve içerik açısından zenginleştirilmesi önerilmektedir.</p>

Religion and Education in Victorian London: Secondary, Adult, and Higher Education

2021 ◽  
pp. 288-307
Author(s):  
W. M. Jacob
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Small Scale ◽  
New Schools ◽  
School Teachers ◽  
Modern Education ◽  
Working People

hristianly motivated people transformed secondary education in London, which until 1870 was largely provided through ancient endowed foundations teaching the classics, and private schools teaching modern and commercial subjects, all of which were small-scale. Clergy and laypeople promoted the reform of ancient endowments to increase the provision of modern education, including for girls to be educated to the same level as boys, and established numerous new schools on sound financial educational bases. Similarly motivated groups also provided opportunities for adult education for working people. The initiative to provide higher education in London in the 1820s, on a different model from the ancient universities, came from religiously motivated groups, as did pioneering initiatives to provide higher education for women. These initiatives fed the expanding need for secondary school teachers and the growing newer professions.

School-Based Decision Making and the Empowerment of Secondary School Teachers

1998 ◽  
Vol 8 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Russell Wall ◽  
James S. Rinehart
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Professional Growth ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Growth Status ◽  
School Based ◽  
Significant Difference ◽  
Governance Process

The purpose of this study was to investigate teacher empowerment in high schools that had a school council over varying lengths of time (either zero, one, two, or three years). Teachers in this study were in a state that mandated a school governance process to involve teachers in the decision-making process. A School Participant Empowerment Scale (SPES) was used to measure empowerment and it contained the following six subscales: decision making, autonomy, self-efficacy, professional growth, status, and impact. Each teacher received a packet containing a demographic form, the School Participant Empowerment Scale (six scales), and a self-addressed, stamped envelope. The returned data were analyzed by a MANOVA technique resulting in a significant Wilkeslambda. A follow-up procedure (ANOVA) indicated that a significant difference existed on the decision-making scale between schools with no experience with councils and those with three years experience. There were no significant differences for the remaining subscales. These results are interpreted and implications for practitioners and policymakers are suggested.

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