scholarly journals Navigation and Negotiation towards School Success at Upper Secondary School: The Interplay of Structural and Procedural Risk and Protective Factors for Resilience Pathways

2021 ◽  
Vol 11 (8) ◽  
pp. 395
Author(s):  
Albert Dueggeli ◽  
Maria Kassis ◽  
Wassilis Kassis
Keyword(s):  
Secondary School ◽  
School Success ◽  
Young Male ◽  
Educational Success ◽  
Single Individual ◽  
Male Adolescents ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
German Speaking ◽  
Upper Secondary Level

Young male migrants, in particular, are at higher risk of not completing upper secondary education and do not have the same opportunities to put their educational resources to use in existing educational contexts. This work examines how socially and structurally disadvantaged male adolescents (migration biography and low SES) can be supported in attaining educational success at the upper secondary level by applying the resilience concept of navigation and negotiation, as proposed by Ungar (2005). Within the framework of grounded theory and by a qualitative coding paradigm, we applied an exploratory heuristical approach in order to understand school success under a micro-sociological passage. Data were collected in German-speaking Switzerland as part of the programme’s evaluation, which show, firstly, that inter-individual processes of navigation and negotiation differ depending on the specific people involved and their objectives. Secondly, different forms of development of navigation and negotiation are seen within a single individual, and thirdly, the importance of institutional flexibility becomes apparent when adolescents experience successful processes of navigation or negotiation. The findings are discussed in the context of questions of justice and to their classification within the context of educational and psychological aspects for promoting resilience and on the basis of their overall significance for education policy.

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.

scholarly journals Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

GeoGebra as a tool for visualisation in geometry education

2019 ◽  
pp. 169-176
Author(s):  
Ján Guncaga ◽  
László Budai ◽  
Tibor Kenderessy
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Secondary Level ◽  
Upper Secondary School ◽  
Geometric Concepts ◽  
Upper Secondary ◽  
Spatial Imagination ◽  
Support Students ◽  
Upper Secondary Level ◽  
Geometry Education

There are problems in geometry education in lower and upper secondary school, which students have with the spatial imagination and with the understanding of some geometric concepts. In this article, we want to present tasks that show some advantages of the software GeoGebra. We use this software as a tool to visualize and to explain some geometric concepts, as well as to support students’ spatial imagination. Classification: D30, G10. Keywords: space imagination, GeoGebra, mathematics education at lower and upper secondary level.

scholarly journals Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

2020 ◽  
Author(s):  
Milja Parviainen ◽  
Kaisa Aunola ◽  
Minna Torppa ◽  
Marja-Kristiina Lerkkanen ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Well Being ◽  
Warning Signs ◽  
Lower Secondary School ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
School Burnout

Abstract School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases.

scholarly journals Teachers and teaching in upper secondary education: a comparison of systems in place across secondary and FE sectors

2011 ◽  
Author(s):  
Lynne Rogers
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Teacher ◽  
Further Education ◽  
Upper Secondary Education ◽  
Quality Of Teaching ◽  
Upper Secondary ◽  
The Uk ◽  
Review Current

The training of teachers in upper secondary education varies considerably dependent on whether training is undertaken as a secondary school teacher or as a teacher within the Further Education (FE) system. Indeed, until the late 1990s, the training of teachers in FE had been the focus of little regulation by Government. Differences also occur across the UK with different pathways in place in the home countries. Regardless of the pathway taken to teaching in upper secondary education there are concerns that the teaching in schools and FE is still not good enough. The Coalition Government has proposed many reforms to the training of teachers in schools and a consultation exercise has been undertaken on the training of teachers in the FE sector. This article will review current approaches to the training of teachers in the home countries of the UK. Attention will be given to the proposed reforms in order to consider how these might contribute to raising the standard of teacher training and hence the quality of teaching in schools and FE.

scholarly journals Matematiikan parhaiden osaajien siirtyminen toiselle asteelle: koulutusvalinnat ja matematiikan osaamisen kehittyminen

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Laura Niemi ◽  
Jari Metsämuuronen ◽  
Markku Hannula ◽  
Anu Laine
Keyword(s):  
Secondary School ◽  
Secondary Level ◽  
Upper Secondary School ◽  
Related Factors ◽  
Mathematical Competence ◽  
9Th Grade ◽  
High Achieving Students ◽  
Upper Secondary ◽  
High Achieving ◽  
Upper Secondary Level

Tutkimus on osa pitkittäistutkimusta, jossa samaan ikäluokkaan kuuluvia oppilaita seurattiin perusopetuksen kolmannelta vuosiluokalta toisen asteen koulutuksen loppuun neljällä eri mittauskerralla. Tutkimuksessa käytetään Opetushallituksen ja Kansallisen koulutuksen arviointikeskuksen vuosien 2005–2015 aikana keräämää kansallisesti edustavaa tutkimusaineistoa. Tutkimusaineisto käsittää kaikkiaan 3896 oppilasta. Tutkimuksessa keskitytään tarkastelemaan matematiikan parhaita osaajia, joita on yhteensä 292 (7,5 %). Poikien osuus on 64,0 % (n = 187) ja tyttöjen 36,0 % (n = 105). Osaaminen määritetään yhdeksännen vuosiluokan kokeessa menestymisen perusteella. Kansallisten matematiikan kokeiden lisäksi oppilaat ovat vastanneet erilaisiin kyselyihin, joissa heiltä on kerätty tietoa yksilöön, kouluun ja kotitaustaan liittyvistä tekijöistä. Tutkimuksessa selvitetään näiden tekijöiden yhteyttä toisen asteen koulutusvalintaan ja osaamisen kehittymiseen toisen asteen opintojen aikana. Tulosten analysoinnissa käytettiin päätöspuuanalyysia (DTA) ja regressioanalyysia. Tutkimuksessa havaittiin, että suurin osa (60,0 %) yhdeksännen vuosiluokan parhaista osaajista oli parhaita osaajia myös toisen asteen päättyessä ja muiden osaaminen laski hyvien tai keskitason osaajien tasolle. Yksilöön liittyvät tekijät selittävät parhaiten matematiikassa menestymistä myös toisella asteella. Myönteiset asenteet matematiikkaa kohtaan ja vahva matematiikan osaamisen pohja perusopetuksessa luovat edellytyksiä menestyä matematiikassa erinomaisesti toisella asteella. Matematiikan parhaiden osaajien osaamisen taso heikkenee todennäköisemmin, jos oppilas ei mene lukioon tai ei suorita lukiossa vähintään 11 matematiikan kurssia. Yhdeksännen vuosiluokan parhaista osaajista lukioon hakeutuivat todennäköisemmin ne, jotka menestyivät arvosanatiedon perusteella erinomaisesti äidinkielessä. In English The study is part of a longitudinal research. Same students were followed from 3rd grade of primary education to the end of upper secondary level. The data was collected by EDUFI and FINEEC during 2005–2015. The data consists of 3896 students and the target group consists of mathematically high-achieving students. Total number of them is 292 (7,5 %). Definition of high-achieving students is based on success in the mathematics examination of 9th grade.  In addition to math examinations it has been gathered information about students’ individual-, school- and home-related factors. The study examines the relationship between these factors and the choice between upper secondary vocational education and general upper secondary school. The aim is to investigate how high-achieving students’ mathematical competence develop during these studies and which factors are related to development. Decision tree analysis (DTA) and regression analysis were used to analyse the data. The results indicated that 60,0 % of mathematically high-achieving students were also high-achieving students at the end of upper secondary level. The individual-related factors were explanatory factors for mathematical success at the upper secondary level. Positive attitudes towards mathematics and strong mathematical competence in basic education predicted excellent success in mathematics later. The competence of high-achieving student most likely decreased if a student didn’t go to the general upper secondary school or didn’t complete at least 11 mathematics courses. They, who performed excellently in their studies of mother tongue in 9th grade, most likely applied to the general upper secondary school.

scholarly journals DISTANCE EDUCATION DURING COVID-19: THE PERSPECTIVE OF SLOVAK TEACHERS

2020 ◽  
Vol 78 (6) ◽  
pp. 884-906
Author(s):  
Eva Ballová Mikušková ◽  
Marcela Verešová
Keyword(s):  
Distance Education ◽  
Secondary Education ◽  
Secondary School ◽  
Big Five ◽  
Positive Emotions ◽  
Teaching Experience ◽  
Point Of View ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Lower Secondary Education

As the new coronavirus SARS-CoV-2 (causing COVID-19) has begun to spread around the world, education has taken the form of distance education from one day to the next. To this day, little is known about distance education during the pandemic period from teachers’ point of view, so the study focused on perception and management of distance education in primary school (primary and lower secondary education) and upper-secondary school (upper secondary education) teachers; and the main aim was to explore the connection between teaching experience, personality traits, and emotions of teachers and their perception and management of distance education during the coronavirus pandemic. The research sample consisted of 379 teachers (89.7% women) aged 23 – 70 years (M = 44.91; SD = 10.38). They completed the questionnaire which consisted of: demographic questions, questions related to perception and management of distance education, the Positive and Negative Affect Schedule and the Big Five Inventory 2. During the pandemic period, the negative emotions of teachers increased while positive emotions decreased; distance education was closely related to emotions (and changes in emotions) and personality; moreover, teachers reported willingness to implement partial changes into their teaching after the pandemic period.

scholarly journals Excelling in Exam Through Narrative Writing: A Connection of Creative and Descriptive Expressions

2019 ◽  
Vol 7 (4) ◽  
pp. 46
Author(s):  
Roseline David ◽  
Joseph Alagiaraj Thambu Raj
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Limited English Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Writing Skills ◽  
Secondary Level ◽  
Upper Secondary ◽  
Upper Secondary Level

This paper discusses the impacts of an action research on how students can excel in writing skills regardless of their level of competency especially for those taking the English Language paper (SPM 1119) in the Malaysian Secondary School Public Exam in 2018. This action research aims to exert the need for realigning our focus to incorporate an approach of teaching and learning at upper secondary level. The research was carried out from January to October in a secondary school in Kota Kinabalu, Sabah. Two classes of 37 Limited English Proficiency students and 24 High English Proficiency Students who were sitting for SPM 1119 in 2018 were the subjects. The students were exposed to creative expressions under various topics which were then emphasized to be utilized in continuous writing. As a result, the performance of students had improved significantly in their continuous writing where they eventually scored 100 percent pass in SPM1119 in 2018. All 24 Highly Competent students were able to score ranging from “A-” to “A+” with grade A being the median grade. On the other hand, all the students from the Limited English Proficiency students passed with grades ranging from “A”+ to “E” (minimum passing grade) with grade “B” as the median.

scholarly journals Development of Participation in and Identification With School: Associations With Truancy

2020 ◽  
pp. 027243162091915
Author(s):  
Tuomo E. Virtanen ◽  
Eija Räikkönen ◽  
Marja-Kristiina Lerkkanen ◽  
Sami Määttä ◽  
Kati Vasalampi
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Educational Transitions ◽  
Lower Secondary School ◽  
School Activities ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Identification With School

This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the participation-identification model, higher levels of participation in school activities at the end of primary school predicted higher levels of identification (i.e., feelings of belonging and valuing school) at the end of lower secondary school. This association was mediated by academic achievement. High levels of both participation and identification at the end of lower secondary school predicted lower levels of truancy in upper secondary education. The study indicates that promoting students’ participation and identification during comprehensive school prevents student disengagement from upper secondary education.

scholarly journals Spatial Manoeuvring in Education

2019 ◽  
Vol 3 (3) ◽  
pp. 61-74
Author(s):  
Unn-Doris Karlsen Bæck
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Secondary School ◽  
Rural Youth ◽  
Spatial Mobility ◽  
School Structures ◽  
Upper Secondary Education ◽  
Local Labour ◽  
Upper Secondary ◽  
Spatial Differences

Based on an interview study of upper secondary school pupils in a county in Northern Norway and against a backdrop of spatial differences in dropout rates in upper secondary education in Norway, this article explores the significance of space for understanding the experiences of young people in the transition from lower to upper secondary education. The situation of rural youth is particularly highlighted. Through interviews with students, four factors connected to spatiality and more specifically to spatial mobility have been pinpointed. These are connected to (1) local school structures, (2) local labour markets, (3) being new in a place, and (4) localised social capital. At a more theoretical level, the concept of opportunity structure is employed in order to grasp how structures connected to education, labour market, and economy can have a profound effect on the lives of young people, being subjected to a mobility imperative that has become a particularly relevant driving force for rural youth.

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