The commodification of education: Trends and effects in the Zimbabwean secondary school system

2020 ◽  
Vol 9 (3) ◽  
pp. 189-210
Author(s):  
Simon Vurayai ◽  
Amasa Philip Ndofirepi
Keyword(s):  
Secondary School ◽  
School System

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

scholarly journals We matter too: Black women and their experiences due to applied streaming in the Ontario secondary school system

2021 ◽  
Author(s):  
Marlesa Olivia Ward
Keyword(s):  
Black Women ◽  
Secondary School ◽  
School System ◽  
Life Experiences ◽  
Black Females ◽  
Qualitative Research Study ◽  
Greater Toronto Area ◽  
Women's Narratives ◽  
Black Canadian ◽  
Educational Field

This narrative and arts-based qualitative research study examines life experiences of Black women due to applied streaming in the Ontario secondary school system through an Anti-Black Racism (ABR) and a Black Canadian Feminism framework Two Black women adults in Toronto or the greater Toronto area who went to an Ontario secondary school in the past and were streamed into applied courses were interviewed. Also, an expert in the educational field was interviewed to bring in insider knowledge about social workers role with respect to streaming. ABR and Black Canadian Feminism helped to gain an appropriate and detailed understanding of what Black females experiences look like. Black Canadian Feminism allowed for Black women’s stories to finally be heard and valued. The data was analyzed via line by line analysis which captures every topic and discourse in order to display a proper portrayal of Black women’s narratives.

scholarly journals IMPLEMENTASI TIM PENGEMBANG TEKNOLOGI PENDIDIKAN DI SEKOLAH

2015 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
NFN Budiyono ◽  
Heri Triluqman
Keyword(s):  
Secondary School ◽  
Research And Development ◽  
Mixed Method ◽  
School System ◽  
Lesson Plan ◽  
Improvement Program ◽  
Teacher Competency ◽  
Model Research ◽  
Program Experiment

The purpose of this research is to examine the educational technology developer team as an important program in schooling, especially by analyzing its compatibility with the school system and conditions. By using mixed method and research and development model this research adressing the elementary and secondary school in Semarang and other district. The results showed that this program is compatible with school system and could overcome lots of school problem i.e. the lack of teacher competency on developing lesson plan, learning media, the lack of human resource developmen division in school, the continuity of teacher quality improvement program, dan the quality of school management. But several teacher and school’s management are irresponsive to the program because its team member was university student, not the professional one. It is why in several school the program cannot running well as expected. Eventhough overall the program experiment is succesful.ABSTRAKPenelitian ini diarahkan untuk mengetahui implementasi gagasan tim pengembang teknologi pendidikan di sekolah, terutama mengenai kompatibilitas gagasan dengan konteks dan kondisi riil di sekolah. Dengan menggunakan pendekatan kuantitatif dan kualitatif serta model research and development (R & D), penelitian ini dilaksanakan pada jenjang pendidikan dasar dan menengah di Kota Semarang dan sekitarnya. Hasil penelitian menunjukkan bahwa gagasan prototipe tim pengembang teknologi pendidikan di sekolah kompatibel dengan konteks dan kondisi sekolah. Problem kualitas guru dalam mengembangkan rencana pembelajaran, media belajar, termasuk keberlanjutan program peningkatan kualitas guru, manajemen sekolah, dan tiadanya divisi pengembangan sumber daya manusia, dapat diatasi oleh tim pengembang teknologi pendidikan. Fakta di lapangan memang menunjukkan beberapa sekolah tempat uji implementasi gagasan tersebut tidak dapat maksimal dalam penerapannya, namun hal tersebut bukan disebabkan oleh kualitas gagasan, melainkan faktor sosiokultural sekolah itu sendiri. Komposisi tim pengembang teknologi pendidikan di sekolah yang masih mahasiswa S1 diidentifikasi menjadi faktor penghambatnya. Walau begitu, secara umum dapat disimpulkan bahwa implementasi gagasan tim pengembang teknologi pendidikan di sekolah telah berhasil dengan baik. 

scholarly journals Between-School Ability Tracking and Ethnic Segregation in Secondary Schooling

Social Forces ◽  
2018 ◽  
Vol 98 (1) ◽  
pp. 119-146 ◽  
Author(s):  
Hanno Kruse
Keyword(s):  
Secondary School ◽  
School System ◽  
Regional Variation ◽  
Unique Feature ◽  
School Reforms ◽  
School Systems ◽  
Ethnic Segregation ◽  
Secondary Schooling ◽  
Spatial Sorting ◽  
Prior Achievement

Abstract Between-school ability tracking—the assignment of students to different school types based on their prior achievement—is usually associated with increased ethnic segregation across schools. This article argues that stronger between-school ability tracking is not only associated with stronger ethnic sorting into school types, thus increasing segregation. At the same time, it hampers majority flight, majority members’ avoidance of exposure to minority members, thus decreasing segregation. To identify the two-fold effect of tracking the article exploits a unique feature of the German secondary school system: regional variation in the strength of between-school ability tracking. Analyses rely on administrative data entailing geocoded information on all secondary schools in Germany in 2008/2009. Results corroborate expectations of a two-fold effect: there is indication that between-school ability tracking increases segregation via more sorting into tracks while at the same time decreasing it via less school sorting within each track and via less spatial sorting. This suggests that school reforms changing tracked school systems into more comprehensive school systems may have a weaker desegregating impact than expected.

scholarly journals Going to a Better School: Effects and Behavioral Responses

2013 ◽  
Vol 103 (4) ◽  
pp. 1289-1324 ◽  
Author(s):  
Cristian Pop-Eleches ◽  
Miguel Urquiola
Keyword(s):  
Secondary School ◽  
School System ◽  
Regression Discontinuity ◽  
Behavioral Responses ◽  
School Effects ◽  
Regression Discontinuity Design ◽  
High Stakes ◽  
Graduation Test ◽  
Selective Schools

This paper applies a regression discontinuity design to the Romanian secondary school system, generating two findings. First, students who have access to higher achievement schools perform better in a (high stakes) graduation test. Second, the stratification of schools by quality in general, and the opportunity to attend a better school in particular, result in significant behavioral responses: (i) teachers sort in a manner consistent with a preference for higher achieving students; (ii) children who make it into more selective schools realize they are relatively weaker and feel marginalized; (iii) parents reduce effort when their children attend a better school. (JEL I21, I28, J13)

Reforms to Schooling in the UK: A Review of Some Major Reforms and their Evaluation

2005 ◽  
Vol 6 (3) ◽  
pp. 287-296 ◽  
Author(s):  
Sandra McNally
Keyword(s):  
Secondary School ◽  
School System ◽  
Comprehensive System ◽  
Market Reforms ◽  
Examination System ◽  
Compulsory Schooling ◽  
System A ◽  
The Uk

Abstract We aim to give a brief overview of some important reforms to the school system in the UK and existing evidence on their consequences. These reforms include a change in the type of secondary school open to pupils - from a selective to comprehensive system; a change in the examination system; quasi-market reforms; area-based initiatives; reforms to the content and structure of teaching; payments to encourage the pursuit of education beyond compulsory schooling.

scholarly journals The unspoken power of collage? Using an innovative arts-based research method to explore the experience of struggling as a teacher

2019 ◽  
Author(s):  
Suzanne Culshaw
Keyword(s):  
Secondary School ◽  
School System ◽  
Research Method ◽  
Methodological Approach ◽  
Experienced Teachers ◽  
Doctoral Study ◽  
Arts Based Research ◽  
Impaired Performance ◽  
Factors Influencing ◽  
Research Interview

This article reports on the methodological approach taken in a doctoral study that explores what it means to be struggling as a teacher. Participants were established and experienced teachers and leaders in the secondary school system in England. A particular form of collage – where materials are placed rather than stuck – was used within the context of a research interview. Arts-based methods such as collage are gaining in popularity as they stimulate visual rather than linguistic thinking and offer the opportunity to express experiences as holistic, non-linear metaphors. Collage also has revelatory potential as it helps uncover that which participants cannot necessarily express in words alone. The author presents the analytical challenges of intermingling the verbal and visual data in her study by discussing the collages created by two participants. An analysis of those collages shows that factors influencing struggling can be both internal and external. Struggling was found to be experienced as a temporary fractured state. Struggling was expressed by participants as heightened bodily tensions with a predominantly negative emotional tone; it can also involve a damaged self-view and a reduced sense of controllability, and may lead to impaired performance.

Looking Backward to Charter Schools

2020 ◽  
pp. 105678792097433
Author(s):  
Daniel Tanner
Keyword(s):  
Charter Schools ◽  
Secondary School ◽  
Charter School ◽  
School System ◽  
Class System ◽  
Margaret Thatcher ◽  
Democratic Experience ◽  
Clear And Present Danger ◽  
Charter School Movement ◽  
School Movement

Charter schools are promoted as a contemporary American invention. But the documented history reveals that charter schools actually evolved over the centuries in England, structured to reflect the highly stratified British class system. The last stand to hold onto the charter-school system in England was waged by Margaret Thatcher under the banner of “parental choice.” But her campaign went down to defeat as the British public opted for the American-style, inclusive and comprehensive secondary school. The charter-school movement raises the clear and present danger of splitting up the American unitary, comprehensive school system at cost to the American democratic experience.

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