scholarly journals Promoting Career Guidance and Counselling of Secondary School Learners: Implication for Policy and Practice

2019 ◽  
Vol 65 (1-3) ◽  
Author(s):  
Mathwasa Joyce
Keyword(s):  
Secondary School ◽  
Career Guidance ◽  
Policy And Practice

scholarly journals Training music teachers in England – what is the music that is being taught in secondary schools?

2020 ◽  
pp. 262
Author(s):  
Martin Fautley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Research Evidence ◽  
Music Teachers ◽  
Policy And Practice ◽  
Governmental Regulation ◽  
International Audience

This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teaching and learning which are contentious, and which can have an exclusory function. Finally, it suggests that an international audience may have much to learn from this situation.

scholarly journals Environmental Education is History: The Extent to Which Modern History Education Adopts Characteristics of Socially Critical Environmental Education

2006 ◽  
Vol 22 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Clayton Barry
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Research Study ◽  
History Education ◽  
Modern History ◽  
School Subject ◽  
Policy And Practice ◽  
History Teachers

AbstractThis paper reports on a research study that investigated the extent to which the Queensland secondary school subject Modern History adopts characteristics of socially critical environmental education. The study found that while the Modern History syllabus gives ample opportunities for students to focus their inquiries on environment, Modern History teachers had overlooked this aspect of the syllabus. More positive findings of this research are that both the syllabus and teachers adopt many characteristics of socially critical environmental education. In particular, the values, political and emancipatory characteristics feature strongly in both policy and practice. To a lesser extent, both the holistic and issues-based characteristics are represented. Finally, this research study shows that the action characteristic, as defined in socially critical environmental education, is clearly neglected. Despite this, there is a case to be made for Modern History to be used as a vehicle for socially critical environmental education in Queensland schools.

scholarly journals Conceptualising Primary-Secondary School Transitions: A Systematic Mapping Review of Worldviews, Theories and Frameworks

2021 ◽  
Vol 6 ◽  
Author(s):  
Divya Jindal-Snape ◽  
Jennifer E. Symonds ◽  
Elizabeth F. S. Hannah ◽  
William Barlow
Keyword(s):  
Secondary School ◽  
Empirical Studies ◽  
School Transitions ◽  
Policy And Practice ◽  
Theoretical Frameworks ◽  
Systematic Mapping ◽  
Theoretical Understanding ◽  
Secondary School Transition ◽  
Mapping Review ◽  
Systematic Mapping Review

There is continued interest internationally in primary-secondary school transitions. Fourteen literature reviews of primary-secondary transitions have been published over the last 20 years, however none of them have systematically analysed primary-secondary school transition ontology, i.e., researchers’ worldviews, theories/models and frameworks. This is a major gap in these reviews and the papers published in this area; this is of concern as it is difficult to trust the robustness of a study if its foundation, such as researchers’ conceptualisation of transitions, is not visible. Therefore, using the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) approach, we undertook a systematic mapping review, of empirical studies published internationally between 2008 and 2018. Our objectives were to explore researchers’ and research participants’ conceptualisation of transitions, the conceptual framework used by the researchers and their discourse about transitions. Of the 96 studies included in this systematic mapping review, most had not clearly defined transition, and even when conceptualisation was explicit, it did not underline the research design or frame the findings. Most researchers adopted previously used theoretical frameworks.These theoretical frameworks can be beneficial; however, as the researchers did not adapt or develop them in the context of transitions research, it limits a meta-theoretical understanding of transitions. Further, the majority did not report study participants’conceptualisation of transitions. Similarly, a large number of researchers adopted a negative discourse about primary-secondary school transitions, with some using a mixed discourse and only two papers had a primarily positive discourse. This systematic mapping review is original and significant as it is the first study to provide a review of school transitions ontology and offers unique insights into the conceptual and methodological gaps that international transitions researchers should address.

scholarly journals PROBLEMS RELATED WITH IMPLEMENTATION OF ECONOMIC SPECIALTY PROGRAMS IN PEDAGOGICAL HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 54 (4) ◽  
pp. 39-49
Author(s):  
O.N. VLADIMIROVA ◽  
◽  
G.S. GAVRILCHENKO ◽  
O.V. CHASHCHINA ◽  
Keyword(s):  
Secondary School ◽  
Career Guidance ◽  
Economic Education ◽  
Educational Process ◽  
Theory And Practice ◽  
School Level ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
State And Local

Statement of the problem. The highest degree of relevance of economic education in the dynamics of the development of the “new economy” in the country requires modern approaches to the formation of a creative personality, both teachers and students who are able to understand the depth of relations among economic entities. Reference to bibliographic sources shows that the problems of teaching economic disciplines in the preparation of bachelors in pedagogical universities are practically not covered in scientific and periodical literature. The purpose of the article is to identify and systematize the problems of organizing and implementing career guidance activities and the educational process of training bachelors in the direction of 44.03.01 Pedagogical education, Economic specialty. The methodological basis of the research is represented by a combination of general scientific and special methods. As a theoretical basis, the provisions of economic theory and psychological theories are used. Research results. The authors focus on the role and importance of economic education, highlighting blocks of system-wide and specific problems in the preparation of bachelors, show the need to improve the relationship between theory and practice, increase the requirements for teaching economic disciplines through improving organization of the educational process at the secondary school level, and improving the quality of methodological components. The results of the analysis of a teaching process allow us to state that in general, the status of a teacher in the country is underestimated, there is no unity of interests between the labor market and higher education, and the practical orientation of economic education is insufficient. Conclusion. It is possible to solve the problems of implementing economic programs in pedagogical higher educational institutions at the state and local levels. It is necessary to develop a unified concept of economic education, covering the triad of preschool institutions-secondary school-university, to coordinate and use the capabilities of the administrative building.

scholarly journals Bringing Policy and Practice To the Table: Young Women’s Nutritional Experiences In An Ontario Secondary School

2015 ◽  
Vol 24 (2) ◽  
Author(s):  
Sarah Gray
Keyword(s):  
Secondary School ◽  
Children And Adolescents ◽  
Young Women ◽  
School Environment ◽  
Large Scale ◽  
Eating Behaviours ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Nutrition Messages ◽  
The Government

In recent years, media, health organizations and researchers have raised concern over the health of Canadian children and adolescents. Stakeholders have called on the government to confront the problem. Schools are seen as an ideal site for developing and implementing large-scale interventions because of the ease of access to large groups of children and adolescents. Within Ontario, new nutrition policies, such as the School Food and Beverage Policy (2011) have been implemented in an attempt to change the current health status of children and adolescents. The purpose of this study was to examine the eating behaviours and nutrition knowledge of young women in an Ontario secondary school.  Semi-structured interviews were used to examine the reproduction, negotiation and resistance to the nutrition messages received by young women within the school environment. The interviews revealed the influence of parents, the inability of apply learned knowledge and the ineffectiveness of the school environment. 

scholarly journals El incremento del autoconocimiento y la toma de decisiones en alumnos de educación secundaria obligatoria, de Cuenca

2014 ◽  
Vol 18 (1) ◽  
pp. 17
Author(s):  
Amparo Martínez Cano
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Young People ◽  
Secondary School ◽  
Research Methodology ◽  
Career Guidance ◽  
Skilled Workers ◽  
Toma De Decisiones ◽  
Self Knowledge ◽  
Competencias Profesionales

RESUMENSurge esta investigación por la gran preocupación acerca de la cualificación de los trabajadores en las competencias que exige la sociedad actual. La solución está en la preparación de los trabajadores en dichas competencias profesionales a través de programas de orientación y educación para la carrera a lo largo de la vida.En la Fundamentación Teórica se estudian los avances en la Orientación para la Carrera, los conceptos de Autoconocimiento y de Toma de Decisiones y el Programa “Tu Futuro Profesional”, (TFP) de la Doctora Repetto.La metodología de investigación consiste en la aplicación del Programa “TFP”, en alumnos de ESO, de Centros Públicos de la ciudad de Cuenca, durante tres cursos académicos (1999/2000, 2000/2001 y 2001/2002), con el programa estadístico SPSS y la prueba “T” de Student, para comprobar las diferencias en Autoconocimiento y la Toma de decisiones de los alumnos antes y después de la aplicación del programa “TFP”, encontrándose diferencias significativas en ambos.ABSTRACTThis research stems from the need of skilled workers successfully integrated in the labour market in today’s society. The key to meet to this demand consists on instructing workers in the professional performances through continuous career guidance. This instruction should specially be conducted in young students between 12 and 18 years old. This stage corresponds to secondary school, when a large number of young people go into the labour market.The theoretic al foundation, considers the latest principles of career guidance as well as the notions of self-knowledge and decision-making, Professor Repetto´s program “TFP”, “Tu Futuro Profesional”.In the research methodology, the TFP program is tested on students of compulsory secondary education from public schools in Cuenca, throughout three academic years (1999/2000, 2000/2001, 2001/2002), with the help of SPSS programme and Student “T”. The students who followed “TFP” proved to have better self-knowledge and decision-making skills. The advantage was significant in both.

Career guidance for future applicants and its enhancement

2020 ◽  
Vol 16 (10) ◽  
pp. 1940-1959
Author(s):  
A.B. Lanchakov ◽  
S.A. Filin ◽  
A.Zh. Yakushev
Keyword(s):  
Secondary School ◽  
Economic Crisis ◽  
Systems Analysis ◽  
Career Guidance ◽  
Streaming Potential ◽  
Maximum Effect ◽  
Degree Programs ◽  
Joint Activities ◽  
University Department ◽  
Department Faculty

Subject. The article discusses the effectiveness of career guidance. Objectives. We suggest what should be done to enhance the effectiveness of career guidance especially during the economic crisis aggravated due to the pandemic. The article identifies and substantiates the allocation of State-financed positions for future students for 2015–2016 and until 2025. We also investigate how graduates seek jobs in the current circumstances of the economic crisis caused by the pandemic. Methods. The study involves methods of logic research and systems analysis through the systems and creative approach. The novelty is that the article traces patterns of allocating State-financed positions for students in 2015–2016 and their further employment during the economic crisis aggravated with the pandemic and onward until 2025. Results. We analyzed the tendency of allocating State-financed positions for students in 2015–2016 up to date. The article points out aspects revealing the relevance of career guidance today that pursues streaming potential students to certain universities so as to make them more competitive. The article suggests how career guidance should be enhanced especially during the economic crisis aggravated with the pandemic. Conclusions and Relevance. The intentional attraction of applicants can reach its maximum effect only in case of joint activities, the presentation of a university department (faculty) to future applicants while they go to secondary school, and career guidance for future students, who, first of all, apply to the Master’s Degree programs. So that they choose professions that seem to be the most relevant and important during the economic crisis aggravated with the pandemic.

scholarly journals The association between screen time and psychological distress in Norwegian adolescents

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A L Kleppang ◽  
A M Steigen ◽  
H S Finbråten
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Health Policy ◽  
Psychological Distress ◽  
Secondary School ◽  
Public Health Policy ◽  
Screen Time ◽  
Policy And Practice ◽  
Health Policy And Practice ◽  
The Impact

Abstract Background The use of screens, especially mobile devices like tablets and smartphones have increased over the last years, and have become an integrated part of modern life. Adolescents today spend a lot of their time using screens both at school and outside school. The concerns about the impact of screens on adolescents are growing, and some expert groups have suggested controlling screen time for children and young adults. Because research is limited and screen-based utilization technologies and their patterns are changing rapidly, it is important to examine their impacts on mental health. This can help to guide public health policy on consequences of, and potential limits on screen time. The purpose of this study is to study the association between screen time and psychological distress among adolescents. Methods This study is based on self-reported cross-sectional data from the Ungdata survey conducted in 2018. The target group comprised 6777 adolescents from secondary schools in Norway. Ten items on depression and anxiety symptoms were used to create a composite measure of psychological distress. Binomial logistic regression was used to analyse the association between screen time and psychological distress. Results Preliminary results showed that the odds for psychological distress were higher for those who used screens more than 2 hours per day after school (OR: 1.83, 95% CI: 1.60-2.09), compared to those who used screens 2 hours and less per day. Further, the odds of having psychological distress were higher in girls compared to boys (OR: 3.49, 95% CI: 3.14-3.87), and in upper secondary school compared to lower secondary school (OR: 1.41, 95% CI: 1.25-1.58). Conclusions Two hours or more used on screens per day was associated with significantly higher odds for psychological distress. Hence, public health policy and practice should pay attention to consequences of screen time use in adolescence. Additional research is needed to further explore these associations. Key messages Public health policy and practice should pay attention to screen time in adolescence and its association with psychological distress. This knowledge is important to enhance mental health in adolescence.

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