scholarly journals Pupil-athletes’ Learning Dispositions and Their Potential Effects in School Sports-situated Talent Development Programs

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Anna Renström ◽  
Cecilia Stenling
Keyword(s):  
Talent Development ◽  
Learning Opportunities ◽  
Development Programs ◽  
Structured Interviews ◽  
School Sports ◽  
Learning Patterns ◽  
Upper Secondary ◽  
Second Year ◽  
Upper Secondary Schools ◽  
Learning Dispositions

There is a worldwide increase in efforts to support talents' development towards elite athletes. The focus of the study was the learning processes among athletes that facilitate this development. Drawing on the learning dispositions concept (Carr & Claxton, 2002), the aim was to create knowledge on the prevalence and possible consequences of variability in learning patterns among pupils enrolled in Nationell Idrottsutbildning Fotboll (NIUF)—a highly selective soccer talent development programme within upper secondary schools in Sweden. In-depth semi-structured interviews were carried out with a total of 13 pupils in their first or second year of NIUF. The data analysis benefited from iterative movement between the data and key learning dispositions: resilience, reciprocity, and playfulness. The findings show a variation in the strength of these dispositions between pupils, particularly with regard to the reciprocity and playfulness dispositions. We propose that individuals who display a comparably stronger manifestation of learning dispositions are better equipped to benefit from the learning opportunities of such programmes. This implies that there is a key role for coaches/educators to play in constructing an environment in which participants may 'learn to learn'.

scholarly journals Rural EFL Teachers’ Emotions and Agency in Online Language Teaching: I Will Survive

2021 ◽  
Vol 10 (1) ◽  
pp. 1-16
Author(s):  
Dini Rosita Sari
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Language Teaching ◽  
Teaching Skills ◽  
Development Programs ◽  
Structured Interviews ◽  
Emotional Geography ◽  
Upper Secondary ◽  
Efl Teachers ◽  
Upper Secondary Schools

This article explores rural English as a Foreign Language (EFL) teachers’ emotions and agency in online language teaching. Based on Hargreaves’s emotional geography framework, teachers’ emotions and teacher agency are both captured through teachers’ narration about their feelings, salient challenges that they encountered, and their coping strategies. Research data were collected using semi-structured interviews with two English teachers working in rural upper secondary schools in Nunukan, Indonesia. The collected data were analyzed with an inductive approach. The findings portray how rural EFL teachers experience various emotions which are mainly caused by physical and sociocultural distance, how agency helps these teachers with abilities to reflect on their feelings and to take crucial actions, and to what extend the need for immediate professional development programs to develop online teaching skills is.

scholarly journals Subjective Understanding and Individual Interpretation of the Life Value “HEALTH” by the Second-Year Students of Lower Secondary Schools and of the First- and Second-Year Students of Upper Secondary Schools in Slovakia

2014 ◽  
Vol 4 (2) ◽  
pp. 1-18 ◽  
Author(s):  
Slávka Krásna
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Second Year ◽  
Upper Secondary Schools ◽  
Individual Interpretation ◽  
Lower Secondary Schools

AbstractThe article focuses on the value “health”, as a component of the value orientation of students of lower secondary schools and upper secondary schools in our country. At the same time, it focuses on the presentation and interpretation of the results of a research conducted on a sample of students of selected schools, which was a part of a more comprehensive research on subjective understanding and individual interpretation of selected life values of lower secondary and upper secondary school students in Slovakia.

scholarly journals Evaluation of the Implementation of a 25-Year Outdoor School Ground Smoking Ban: A Qualitative Interview Study With Implications for Prevention Practise

2021 ◽  
Vol 9 ◽  
Author(s):  
Pia Kvillemo ◽  
Kristin Feltmann ◽  
Tobias H. Elgán ◽  
Johanna Gripenberg
Keyword(s):  
Secondary Schools ◽  
Qualitative Content Analysis ◽  
Working Hours ◽  
Smoking Ban ◽  
Structured Interviews ◽  
Qualitative Interview Study ◽  
Upper Secondary ◽  
Local Politicians ◽  
Upper Secondary Schools ◽  
School Ground

Introduction: Tobacco use, often initiated in younger ages, is a serious health challenge worldwide. In Sweden, smoking has been prohibited on school grounds since 1994. Municipal environmental and health inspectors control the compliance of the ban. Nevertheless, the enforcement and maintenance of the ban are inadequate. The aim of the current study was to identify facilitators, barriers, and the potential for improved implementation of a 25-year outdoor school ground smoking ban in upper secondary schools.Materials and Methods: A process evaluation was conducted using semi-structured interviews with principals in upper secondary schools, local environmental and health inspectors, and local politicians (n = 30) in Stockholm County, with purposive sampling for informant recruitment. A qualitative content analysis of the transcribed interviews was performed.Results: Three main categories and 10 subcategories were generated from the interviews, revealing facilitators, barriers, and the potential for improvement of the implementation of the ban. A prominent facilitator of the ban was informed and engaged principals and inspectors. Prominent barriers were conflicting goals governing the schools, which reduce staffs' motivation to maintain the ban, unclear school ground boundaries, and lack of resources. Potential for improvement was found in a new tobacco act with an extended ban on smoking at school entrances, extended support for schools and staff to strictly enforce the ban, and a continued denormalisation of smoking in society.Conclusion: To achieve effective implementation of outdoor school ground smoking bans in upper secondary schools, authorities need to address conflicts between different goals governing the schools and give necessary support to the staff to strictly enforce the ban. Policies on smoke-free working hours in the municipalities along with tobacco restrictive policies in the surrounding society may increase the possibility to maintain the smoking ban in upper secondary school grounds.

scholarly journals Prevalence of exhaustion symptoms and associations with school level, length of work experience and gender: a nationwide cross-sectional study of Swedish principals

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Roger Persson ◽  
Ulf Leo ◽  
Inger Arvidsson ◽  
Carita Håkansson ◽  
Kerstin Nilsson ◽  
...  
Keyword(s):  
Adult Education ◽  
Work Experience ◽  
School Level ◽  
Prevalence Rates ◽  
Cross Sectional ◽  
Upper Secondary ◽  
And Gender ◽  
Compulsory Schools ◽  
Upper Secondary Schools ◽  
Exhaustion Disorder

Abstract Background While poor mental health and psychiatric disorders attributed to stressful work conditions are a public health concern in many countries, the health consequences of the occupational stress experienced by school principals is an understudied issue. Although current data is lacking, some research suggests that principals have a stressful work situation that eventually may lead to burnout and exhaustion disorder, thus negatively affecting the ability of principals to function as leaders. To gauge the situation in Sweden, and as a basis for future preventive actions, we examined to what extent principals displayed signs of exhaustion and whether the prevalence rates of exhaustion differed across school levels, length of work experience as a principal, and gender. Methods Principals (N = 2219; mean age 49 years [SD 7 years]; 78% women) working at least 50% in pre-schools, compulsory schools, upper secondary schools or adult education completed a cross-sectional web survey entailing two validated inventories: The Karolinska Exhaustion Disorder Scale (KEDS) and the Lund University Checklist for Incipient Exhaustion (LUCIE). Data was analysed using traditional non-parametric methods. Gender stratification achieved covariate balance when analysing school level and length of work experience. Results Altogether, 29.0% of the principals met the exhaustion criteria in KEDS. The prevalence rates for the four LUCIE-steps of increasing signs of exhaustion were: no signs of stress, 48.8%; weak signs of stress, 25.6%; clear signs of stress but no exhaustion, 15.4%; possible exhaustion disorder, 10.2%. Compared with male principals, female principals reported more signs of possible exhaustion disorder in both LUCIE and KEDS. School level was not associated with reports of exhaustion symptoms in neither LUCIE nor KEDS. Among male principals, length of work experience was associated with exhaustion symptoms in KEDS. Conclusions A large group of Swedish principals working in pre-schools, compulsory schools, upper secondary schools or adult education displayed a symptomatology of signs of exhaustion that if sustained might lead to poor health. This observation suggests that education authorities, or other relevant stakeholders, ought to take some form of preventive action. However, effective combinations of individual, group, organisational, and/or societal preventive activities remain to be identified and tested.

scholarly journals Religiosity as a factor protecting against problem behaviour in adolescence

2015 ◽  
Vol 21 (1-2) ◽  
pp. 63-89
Author(s):  
Iwona Niewiadomska ◽  
Rafał P. Bartczuk ◽  
Joanna Chwaszcz ◽  
Stanisław Fel ◽  
Weronika Augustynowicz ◽  
...  
Keyword(s):  
Problem Behaviour ◽  
Problem Behaviours ◽  
Upper Secondary ◽  
The Impact ◽  
The Relationship ◽  
Moderating Role ◽  
Upper Secondary Schools ◽  
Conceptual Work ◽  
Different Levels

Abstract This article explores the question, to what degree religiosity contributes, as a protecting factor against a broad category of socially deviant adolescent and youth behaviours. It also tests the hypothesis that gender plays a moderating role in the relationship between religiosity and problem behaviour. It employs a modified version of the Problem Behaviour Syndrome Measure (PBSM), in concert with Jessor and Jessor’s conceptual work. It also makes use of the Duke Religion Index (DUREL) to assess religiosity. The empirical study deals with a representative group of 960 students of upper-secondary schools in the Lubelskie province, Poland. The results were analyzed using canonical analysis and ANOVA. The achievements of the article are twofold. First, it identifies significant correlations between the different levels of religiosity among youth, and the occurrence and intensification of problem behaviours, particularly in regard to organized activity. Organized and intrinsic religiosity play principal protective roles, while the impact of personal religious practices is less significant. Secondly, while analyzing the moderating role of gender in the relationship between religiosity and the intensity of problem behaviour, it was found that gender does not have a significant interactive impact. An affirmative conclusion was confirmed in only two instances.

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.

Experiences of newly qualified midwives working in clinical practice during their transition period

2021 ◽  
Vol 29 (9) ◽  
pp. 524-530
Author(s):  
Heather Watson ◽  
Donna Brown
Keyword(s):  
Clinical Practice ◽  
Professional Growth ◽  
Transition Period ◽  
Learning Opportunities ◽  
Qualitative Approach ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Clinical Area ◽  
Care Environment ◽  
The Impact

Background With greater numbers of midwives being trained to counteract the predicted shortages, it seems that it is now more vital than ever to explore how newly qualified midwives (NQMs) describe their experiences in the clinical environment, the support they have received, and identify barriers to their development during the transition period. Aim The aim of this study was to explore NQMs experiences of working clinically during the transition from student to qualified midwife. Method Using a qualitative approach, eight NQMs participated in semi-structured interviews. Findings The findings revealed four key themes that sum up the NQMs experiences: expectations and realities of the role; creating conditions for professional growth; the impact of the care environment; and limitations to creating a healthful culture. Conclusions The clearly articulated journey that has been described by the NQMs demonstrated that there is both a need and desire to change, improve and develop the transition period for all new midwives working in clinical practice. Consideration needs to be given to more robust guidance, with some ideas for development, such as support forums for NQMs to meet up on a regular basis; advanced planned rotation with flexibility; a named preceptor/‘buddy’ in each clinical area; and a shared online forum to allow the NQMs to discuss and share experiences, and to signpost to any useful information or learning opportunities available.

Sign in / Sign up

Export Citation Format

Share Document