Core Elements in The Training of Upper Secondary School Dance Pupils in Norway

2016 ◽  
Vol 7 (1) ◽  
pp. 50-56
Author(s):  
Anette Sture Iversen
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Reference Group ◽  
Contemporary Dance ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Core Elements ◽  
Classical Ballet ◽  
Collaborative Skills

Abstract In Norway’s upper secondary schools, pupils can choose dance as their main subject of study in a programme designed to prepare them for higher education in general and, more specifically, higher education in dance. A committee selected by the Norwegian Directorate for Education and Training was appointed in autumn of 2015 and given a mandate to evaluate the structure of the programme and suggest changes that would increase its relevance. A reference group was selected to respond to the committee’s first draft in December 2015, before the draft was open to comments from the rest of the dance environment (spring 2016). The author took part in the reference group. In this process, several individuals representing the fields of education and professional dance argued that the traditional hegemony of the three scenic dance forms (classical ballet, jazz and contemporary dance) needs to be challenged as it no longer sufficiently prepares pupils for a career in dance. One could argue that new dance forms, personal expression, performative and collaborative skills are more in demand today. In her own teaching of contemporary dance in upper secondary school, the author has found it relevant to focus on what she sees as core elements in the training of today’s performers in addition to, and sometimes instead of, (traditional) technical exercises, especially early on in pupils’ dance education. She proposes that it would be beneficial to pupils to replace some of the technical training in the scenic dance forms with these core elements in a restructuring of the dance programmes in upper secondary education.

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.

Admission to University Engineering Programs in Sweden: A Multipurpose Approach

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1125-1126
Author(s):  
Simon Wolming ◽  
Per-Erik Lyrén
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Engineering Students ◽  
Current System ◽  
Upper Secondary School ◽  
Engineering Programs ◽  
Upper Secondary ◽  
Scholastic Assessment Test ◽  
New Ideas ◽  
Admission Test

This brief article provides a description of some new ideas about admission of university engineering students in Sweden. The current system of admission is based on upper-secondary school grades and the Swedish Scholastic Assessment Test. These measures are used for admission to all higher education. For many reasons, ideas for a new admission model have been proposed. This model includes a sector-oriented admission test, which the universities are supposed to use for different purposes, such as selection, eligibility, diagnostics, and recruitment.

scholarly journals Vietnamese Students’ Perception and Loyalty towards an Image of Vocational Education and Training

2014 ◽  
Vol 5 (4) ◽  
pp. 228-238
Author(s):  
Vi Hoang Dang
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Vocational Education ◽  
Industrial Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Vocational Students ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
And Training

Stakeholders’ perceptions towards a career in vocational education and training (VET) in Vietnam negate the country’s industrial development plan. During the last 15 years, the Vietnamese Governments investment in to the sector increased annually. However, parents and their children still pursue the goal of higher education via the mainstream rather than a career path way using the vocational education and training system. Although stereotypical views of vocational students are being challenged, Confucian ideology maintains some influence over stakeholders’ educational decisions leading to the sustained popularity of higher education. This study explores the perceptions of students on the image of and their loyalty towards vocational education and training. A sample of 300 lower secondary school, 300 upper secondary school, and 300 vocational students was drawn from across the Northern and Southern regions of Vietnam. A survey questionnaire was used to collect data and mean analysis conducted to explore the data. The findings indicate that agreement with statements about facilities and equipment, teacher’s ability, curriculum, and soft skills are the clearest indicators of enhanced perceptions about the image of vocational education and training. Encouragement from parents appears most influential to positively affecting lower secondary students’ loyalty. Unexpected was that vocational students had less interesting continuing in vocational education and training compared to lower and upper secondary school students inclination towards a career in VET. First-hand experience seemingly leads to diminished perceptions and loyalty towards vocational education.

The Impact on French Upper Secondary Schools of Reforms Aiming to Improve Students’ Transition to Higher Education

2021 ◽  
Author(s):  
Clement Pin ◽  
Agnès van Zanten
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Working Class ◽  
Local Level ◽  
Widening Participation ◽  
Upper Secondary School ◽  
Online Application ◽  
Upper Secondary ◽  
Educational Guidance ◽  
The Impact

For a long time, the French education system has been characterized by strong institutional disconnection between secondary education (enseignement secondaire) and higher education (enseignement supérieur). This situation has nevertheless started to change over the last 20 years as the “need-to-adapt” argument has been widely used to push for three sets of interrelated reforms with the official aim of improving student flows to, and readiness for, higher education (HE). The first reforms relate to the end-of-upper-secondary-school baccalauréat qualification and were carried out in two waves. The second set of reforms concerns educational guidance for transition from upper secondary school to HE, including widening participation policies targeting socially disadvantaged youths. Finally, the third set has established a national digital platform, launched in 2009, to manage and regulate HE applications and admissions. These reforms with strong neoliberal leanings have nevertheless been implemented within a system that remains profoundly conservative. Changes to the baccalauréat, to educational guidance, and to the HE admissions system have made only minor alterations to the conservative system of hierarchical tracks, both at the level of the lycée (upper secondary school) and in HE, thus strongly weakening their potential effects. Moreover, the reforms themselves combine neoliberal discourse and decisions with other perspectives and approaches aiming to preserve and even reinforce this conservative structure. This discrepancy is evident in the conflicting aims ascribed both to guidance and to the new online application and admissions platform, expected, on the one hand, to raise students’ ambitions and give them greater latitude to satisfy their wishes but also, on the other hand, to help them make “rational” choices in light of both their educational abilities and trajectories and their existing HE provision and job prospects. This mixed ideological and structural landscape is also the result of a significant gap in France between policy intentions and implementation at a local level, especially in schools. Several factors are responsible for this discrepancy: the fact that in order to ward off criticism and protest, reforms are often couched in very abstract terms open to multiple interpretations; the length and complexity of the reform circuit in a centralized educational system; the lack of administrative means through which to oversee implementation; teachers’ capacity to resist reform, both individually and collectively. This half-conservative, half-liberal educational regime is likely to increase inequalities across social and ethnoracial lines for two main reasons. The first is that the potential benefits of “universal” neoliberal policies promising greater choice and opportunity for all—and even of policies directly targeting working-class and ethnic minority students, such as widening participation schemes—are frequently only reaped by students in academic tracks, with a good school record, who are mostly upper- or middle-class and White. The second is that, under the traditional conservative regime, in addition to being the victims of these students’ advantages and strategies, working-class students also continue to be channeled and chartered toward educational tracks and then jobs located at the bottom of the educational and social hierarchy.

scholarly journals Når forventningerne ikke stemmer overens med virkeligheden. En undersøgelse af de studerendes valg og strategier i overgangen til de længere videregående teknat-uddannelser

2014 ◽  
Vol 9 (16) ◽  
pp. 44-57
Author(s):  
Henriette T. Holmegaard ◽  
Lene Møller Madsen ◽  
Lars Ulriksen
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
First Year ◽  
Study Cohort ◽  
Upper Secondary School ◽  
Research Project ◽  
Negotiation Strategies ◽  
Science Programme ◽  
Upper Secondary ◽  
Education Science

Denne artikel præsenterer resultater fra et forskningsprojekt, hvor studerende er fulgt fra slutningen af gymnasiet og ind på en lang videregående teknisk eller naturvidenskabelig uddannelse. Fokus er på de studerendes løbende forventningsafstemning i mødet med den nye uddannelse og de forhandlinger, der finder sted over tid, når de studerende forsøger at blive akademisk integreret. Analysen fokuserer på de studerende der oplever dette som særligt vanskeligt. Tre forhandlingsstrategier identificeres: at udholde at ens forventninger ikke bliver indfriet; gentagende afprøvninger af, om det, man møder, kan tilpasses ens forventninger; at indordne og tilpasse sine forventninger til det, man møder. De tre forskellige strategier foldes ud i analysen med konkrete eksempler og viser, at de studerendes iden-titetsarbejde er en vigtig del af progressionen i de studerendes første studieår. Konsekvenserne og implikationerne for praksis diskuteres afslutningsvist.  This paper presents results from a research project where students are followed from the end of upper secondary school into their higher education science programme. We pay particular attention to the students’ continuous negotiation of expectations in relation to the content of their new study programmes and their attempts to become academically integrated. The analysis is focused on those students who found these negotiations difficult. Three negotiation strategies are identified: to endure and just accept that one’s expectations are not honoured; to continuously try to fit what you meet to your expectations; to fit and adjust one’s expectations to what you meet. Cases from the study cohort who used these strategies are identified and these form the basis of the discussion. Particular attention is paid to the importance of students’ ‘identitywork’ in their first year of study and the consequences and implications this has for practice. 

scholarly journals Study of the Presence of Sustainability Competencies in Teacher Training in Mathematics Education

2021 ◽  
Vol 13 (10) ◽  
pp. 5629
Author(s):  
Francisco M. Moreno-Pino ◽  
Rocío Jiménez-Fontana ◽  
José María Cardeñoso Domingo ◽  
Pilar Azcárate Goded
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teacher Training ◽  
Secondary School ◽  
Upper Secondary School ◽  
Childhood Education ◽  
Secondary School Education ◽  
Upper Secondary ◽  
Didactics Of Mathematics

This article presents the results of the analysis of the presence of the sustainability competencies proposed by the Sectoral Commission of the Conference of Rectors of Spanish Universities in three degrees in the area of Didactics of Mathematics of the Faculty of Education Sciences at the Universidad de Cádiz (Spain): the degree in Early Childhood Education, the degree in Primary Education, and the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics). The research method used is content analysis, reflected in the syllabi of the subjects of the degrees analysed. To carry out the analysis, two instruments were used: an adaptation of the model of the Green Curriculum in Higher Education and the map of generic competencies in sustainability of the EDINSOST project. The global results show a very low relative presence of sustainability competences in the area of Didactics of Mathematics (25%), the competency related to ethical aspects having the lowest relative presence (10%). For the most part, the competencies related to sustainability are established for the lowest level of mastery, “know”. When comparing the degree programmes, the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics) is the degree that contributes the most to the development of the sustainability competency (32%), followed by the degree in Early Childhood Education (25%), and the degree in Primary Education (18%). Including sustainability in the curriculum of mathematics education in higher education can improve the training of professionals who engage in reflective and critical thinking. However, these results show there is still a long way to go.

scholarly journals Reading and the Profession: On the Literary Education of English School Teachers

2018 ◽  
Vol 12 (2) ◽  
pp. 2
Author(s):  
Katherina Dodou
Keyword(s):  
Secondary School ◽  
Content Knowledge ◽  
Professional Education ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Upper Secondary School ◽  
Literary Reading ◽  
School Teachers ◽  
Upper Secondary Education ◽  
Upper Secondary

AbstractThe article addresses the question of how English departments best can teach literature and literary reading to future upper secondary school teachers of English. It approaches the question in terms of the literary scholar’s contribution to the professional education and practice of school teachers in Sweden. The article combines metacognitive analyses of disciplinary ways of thinking with profession theory to reflect on the literary content knowledge upper secondary school teachers need for their teaching practice. It outlines key differences between the understanding of what reading literature entails in academia and in upper secondary education, respectively, and it points out that current academic practices for teaching literature rely on a narrow understanding of what school teachers need to know about literature and literary reading to exercise their professional judgement concerning literature in the language classroom. Advocating a change in our academic teaching practices, the article proposes that literary debates over reading also be incorporated and that the principles and procedures underpinning professional modes of reading literature be explicitly articulated. This means verbalising underlying theoretical assumptions about the value of literature and of reading it and explicating interpretative conventions and tools, alongside the skills involved in literary reading. Such a teaching practice, the article posits, is not merely key to developing school teachers’ content knowledge regarding literature and reading. It is also a prerequisite for the development of their pedagogical reasoning when it comes to the uses of literature and to the affordances and limitations of literary reading in the school classroom.Keywords: literary reading, teacher education, metacognition, professional practice, disciplinary thinking, content knowledge, upper secondary schoolLäsning och professionen:Om litteraturutbildningen för skollärare i engelskaSammanfattningArtikeln tar sig an frågan om hur akademiska engelskämnen bäst kan undervisa litteratur och litteraturläsning för gymnasielärarstudenter i engelska. Den närmar sig frågan i termer av litteraturvetarens bidrag till gymnasielärares professionsutbildning och -utövande i Sverige. Artikeln kombinerar metakognitiva analyser av ämnesspecifika tankesätt med professionsteori för att resonera kring de ämneskunskaper som framtida gymnasielärare behöver för sin lärargärning. Artikeln belyser viktiga skillnader i förståelsen av vad litteraturläsning innebär inom akademin respektive i gymnasieskolan, och den granskar kritiskt förhärskande akademiska praktiker för litteraturstudier inom ämnet. Den påpekar att rådande praktiker bygger på en snäv syn av de ämneskunskaper gymnasielärare behöver och föreslår ett förnyat fokus på ämneskunskaperna som krävs för att gymnasielärare ska kunna utöva sitt professionella omdöme om den engelskspråkiga litteraturens plats i språkundervisningen. Artikeln förordar att akademiska litteraturstudier också inlemmar litteratur-vetenskapliga samtal om litteraturläsning i utbildningen och explicit formulerar de principer och tillvägagångssätt som ligger till grund för professionella sätt att läsa litteratur. Det innebär att verbalisera teoriers underliggande antaganden om litteraturens och litteraturläsningens värde och även ämnesområdets principer och verktyg för texttolkning samt färdigheterna som krävs för litteraturläsning. En sådan undervisningspraktik skulle bidra till en stadigare grund för gymnasielärares ämneskunskaper. Den är också en förutsättning för att lärarstudenter ska utveckla sitt pedagogiska tänkande vad gäller litteraturens och litteraturläsningens möjligheter och begränsningar i gymnasieskolans engelskundervisning.Nyckelord: litteraturläsning, ämneslärarutbildning, metakognition, professions¬utövning, ämnesspecifika tankesätt, ämneskunskap, gymnasieskola

Sign in / Sign up

Export Citation Format

Share Document