The Impact of Internet Usage on Pupils Internet Safety in Primary and Secondary School

2021 ◽  
Author(s):  
Maja Gaborov ◽  
Mila Kavalic ◽  
Dijana Karuovic ◽  
Dragana Glusac ◽  
Milan Nikolic
Keyword(s):  
Secondary School ◽  
Internet Usage ◽  
Internet Safety ◽  
The Impact ◽  
Primary And Secondary School

Cross-Sector Moderation as a Means of Engaging Staff with Assessment and Teaching Pedagogy

2012 ◽  
Vol 10 (4) ◽  
pp. 434-446
Author(s):  
Lynne Grant
Keyword(s):  
Secondary School ◽  
Learning Community ◽  
School Staff ◽  
Teaching Pedagogy ◽  
Education Authority ◽  
The Impact ◽  
Social Moderation ◽  
Class Teacher ◽  
Primary And Secondary School

This article investigates the benefits that cross-sector moderation events can bring to school staff and individual teachers. It focuses on a series of events held in one education authority over a period of four years. These events involved staff from every primary and secondary school within the authority and took the form of social moderation. The aim of moderation in the context of this article was to bring groups of teachers from each sector together and encourage them to discuss various pieces of pupil work and to award a curricular level to this work. It should be noted that the pupil work had already been awarded a curricular level by the class teacher, although this was not shared with the teacher moderators. From this research it can be seen that the benefits of cross-sector moderation include an increased trust from staff between and across the sectors in not only their own judgments, but the judgments of other staff in regard to assessing pupil work. Cross-sector moderation alone cannot raise achievement or attainment, but it can aid the development of a learning community amongst individual schools and clusters of schools that does appear from staff comments to have an impact on schools and teachers. The impact of this learning community extends to include discussions on teaching pedagogy employed, as well as resources used. This was not happening prior to this cross-sector approach to moderation and demonstrates how moderation can aid the development of a learning community.

scholarly journals Impact of an educational intervention on internet usage, among students of an urban higher secondary school in Kochi, Kerala

2020 ◽  
Vol 7 (7) ◽  
pp. 2754
Author(s):  
Reshma Javed ◽  
Sreelakshmi Mohandas ◽  
Alexander John ◽  
Nimitha Paul ◽  
Retheesh Kumar
Keyword(s):  
Secondary School ◽  
Educational Intervention ◽  
Internet Use ◽  
Positive Impact ◽  
Internet Usage ◽  
The Internet ◽  
Internet Users ◽  
Post Test ◽  
Use Of The Internet ◽  
The Impact

Background: Two-thirds of the 1.11 billion internet users globally are from developing countries. In India, there were 243 million internet users, in 2014. The objectives were to determine the impact of an educational intervention, on internet usage, to estimate the prevalence and to assess the pattern of usage and to assess factors associated with internet usage among students of a higher secondary school.Methods: A school-based interventional study was carried out in Model Technical Higher secondary school, randomly selected from a list of schools in the field practice area of the department. The minimum calculated sample size was 50. All students from 11th and 12th standards were included in the study. The intervention was an interactive health education session focussing on the efficient and safe use of the internet. Post-test data were collected one month after the intervention.Results: The prevalence of internet use was 97%, with the majority starting to use the internet between the ages of 11 and 14 years. Our intervention did not bring a significant change to the number of internet users; however, there was a significant decrease in the number of students using the internet from cafés, the safety concerns of which were addressed during the educational talk.Conclusions: The educational intervention had a positive impact on internet use among students. Therefore, identifying patterns of internet use among students and educating the youth regarding the proper use of the internet is essential.

scholarly journals Validity and Reliability of a Questionnaire on Primary and Secondary School Teachers’ Perception of Teaching a Competence-based Curriculum Model

2018 ◽  
Vol 7 (1) ◽  
pp. 46-51 ◽  
Author(s):  
Luis Miguel García-López ◽  
David Gutiérrez ◽  
Juan Carlos Pastor ◽  
Vicente Romo
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
Secondary School Teachers ◽  
Structural Equations ◽  
Validity And Reliability ◽  
School Teachers ◽  
Curriculum Model ◽  
The Impact ◽  
Primary And Secondary School

The aim of this study is to develop a scale to measure primary and secondary school teachers’ perception of a competence-based curriculum model in Spain. After reviewing the literature, we designed an initial questionnaire with 37 five-point Likert-type items. This was then reviewed by a panel of experts. A pilot test was conducted with 100 participants using exploratory factor analysis. This resulted in a final scale with 23 items across five factors (beliefs about the theoretical model, level of implementation of the model, difficulties in implementing the model, resources and professional development). To verify, using new data, the level of fit of the measurement model generated by the first sample, we conducted an exploratory factor analysis, and, subsequently, a confirmatory factor analysis with structural equations on a sample of 1408 respondents. Acceptable levels of internal consistency and model fit were obtained. The result is a scale which is rapidly and easily administered. It demonstrates good criterion validity in explaining teachers’ beliefs about the competence-based curriculum model, and thus reveals teachers’ perceptions of the impact of this curricular reform.

scholarly journals The impact of a mine fire and smoke event on academic outcomes for primary and secondary school students

2020 ◽  
Author(s):  
Emily Berger ◽  
Caroline Xiaolei Gao ◽  
Jonathan Broder ◽  
Timothy Colin Heath Campbell ◽  
Darryl Maybery ◽  
...  
Keyword(s):  
Secondary School ◽  
Academic Outcomes ◽  
School Achievement ◽  
Educational Institutions ◽  
School Students ◽  
National Assessment ◽  
Adolescent Students ◽  
Mine Fire ◽  
The Impact ◽  
Primary And Secondary School

This study explored how exposure to a mine fire and smoke event influenced students’ academic outcomes. National Assessment Program - Literacy and Numeracy scores for 303 students (aged 7.8-16.2 years) were obtained, along with self-reported event-related distress (Children’s Revised Impact of Events Scale [CRIES-13]). The longitudinal analysis found that adolescent students from more exposed schools, and not younger children, had delayed academic development after the event (14.9 months delay in year 7 (95% CI: 9.4 to 20.5) and 21.5 months in year 9 (95% CI: 13.6 to 29.5). Increased distress (CRIES-13) was not associated with academic delays. Results have implications for understanding the impact of disasters on adolescent school achievement and how educational institutions might respond to reduce this impact.

Sign in / Sign up

Export Citation Format

Share Document