scholarly journals RESEARCH ETHICS: AN INVESTIGATION INTO WHY SCHOOL LEADERS AGREE OR REFUSE TO PARTICIPATE IN EDUCATIONAL RESEARCH

2013 ◽  
Vol 52 (1) ◽  
pp. 7-20
Author(s):  
Lisbeth M. Brevik
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Secondary School ◽  
Research Ethics ◽  
Key Words ◽  
School Leaders ◽  
Upper Secondary School ◽  
Research Projects ◽  
Value Judgments ◽  
Upper Secondary

The present qualitative study investigates the reasons given by 236 Norwegian upper secondary school leaders when they either accepted or refused to take part in a research project. The analysis shows that those who agreed to participate gave two main reasons, while the range of reasons among those who refused was more diverse. Moreover, when making their decisions the school leaders considered the consequences for their schools and their teachers, and to some extent, their students. These findings are discussed in relation to consequence ethics and value judgments, in the hope of contributing to a renewed perspective on research ethics. There is a tendency to consider research ethics a matter of how researchers should treat their participants to safeguard the participants’ interests. However, the findings of the present study suggest that it is equally important to understand the participants’ perspectives, which will in turn help researchers provide the information needed to better inform, and hopefully recruit participants for research projects. Key words: accountability, consequence ethics, professional development, reading, research ethics.

scholarly journals Blant ordentlige fysikere – Hvilken betydning har en fysikkcamp i et autentisk forskningsmiljø for fysikkelever i videregående skole?Among real physicists – What importance may a camp in an authentic research environment have for physics students...

2013 ◽  
Vol 9 (2) ◽  
pp. 156-170
Author(s):  
Hanne Mehli
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Career Choices ◽  
Practical Work ◽  
Upper Secondary School ◽  
Northern Norway ◽  
Physics Students ◽  
Work Related ◽  
Upper Secondary ◽  
Physics Curriculum

This paper reports from a qualitative study of physics students in upper secondary school participating in a camp at the Andøya Rocket Range in Northern Norway. The students work together with students from other schools, engineers and physicists for three days, following lectures and practical work related to the physics curriculum. The students report exciting, social and creative experiences through solving practical problems. Interest, competence, performance and recognition are identified as important factors for students physics identity (Hazari, Sonnert, Sadler, & Shanahan, 2010). This paper discusses how this kind of experience may contribute to the development of more physics-related identities among students in upper secondary school, and how this in turn may influence the students’ further career choices.

scholarly journals Identifying Specific Competencies in Upper-secondary School Vietnamese Language and Literature

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Nguyen Duc Can ◽  
Le Thoi Tan
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Key Words ◽  
Upper Secondary School ◽  
School Today ◽  
Language And Literature ◽  
Upper Secondary ◽  
The Future ◽  
Language Competencies

The article argues that it is anti-pedagogical to understand that the general competencies are those collectively developed by different subjects, while specific competences are those developed by individual subjects (such as foreign language competencies, mathematics competencies, literature competencies). Learning Vietnamese language and literature is to be able to "write essays", but essay is not about taking tests or doing exam questions under different topics but to comprehend-communicate-collaborate-become civilised in the future. Accordingly, the article attempts a deeper analysis that locates specific competences in their harmonic interrelations to achieve the overall educational aim of Vietnamese language and literature at secondary school today.  Key words General competencies, specific competencies, Vietnamese language and literature; Upper-secondary school. References [1] https://trandinhsu.wordpress.com/2013/09/03/tu-giang-van-qua-phan-tich-den-doc-hieu/ [2] Dạy văn ở tiểu học và đóng góp của sách văn Cánh Buồm, http://canhbuom.edu.vn/2015/05/14/day-van-o-tieu-hoc-va-dong-gop-cua-sach-van-canh-buom/[3] Triết lý của nhóm Cánh Buồm: Trồng người hiện đại, http://canhbuom.edu.vn/2013/10/15/triet-ly-cua-nhom-canh-buom-trong-nguoi-hien-dai/

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.

Sign in / Sign up

Export Citation Format

Share Document