scholarly journals La mediación lectora en contextos internacionales. Los casos de Chile, Polonia y Portugal

2020 ◽  
pp. 169-198
Author(s):  
Christian Alejandro Arenas Delgado ◽  
Herminda Otero Doval ◽  
Cecylia Tatoj
Keyword(s):  
Secondary School ◽  
Reading Skills ◽  
Training Needs ◽  
Reading Teachers ◽  
Reading Education ◽  
Reading Habits ◽  
School Students ◽  
Leisure Reading ◽  
Primary And Secondary School

The present article, part of the project “Reading habits in international contexts of secondary school students. A study of educational practices for the promotion of reading” (PR2018057), reports the results of an exploratory-observational scope research extracted from that context. The main objective is to evidence research hypotheses on the training needs of reading teachers. It investigates some areas of the reading habits of Chilean, Polish and Portuguese adolescents who are in transition between primary and secondary school. There are common and divergent patterns in the answers to a questionnaire that delves into motivational and teaching aspects linked to reading education: leisure reading habits, the provenance of the books students read and the use of libraries, the hierarchization of the importance of reading, the strategies of teachers who train reading skills and also the initiatives to promote reading in schools, and their participation. In the light of results obtained, paths of educational and didactic research are proposed that allow to add value to the role of teachers as mediators of reading in the three national contexts that are part of the analysis.

scholarly journals La mediación lectora en contextos internacionales. Los casos de Chile, Polonia y Portugal

2020 ◽  
Author(s):  
Christian Alejandro Arenas Delgado ◽  
Herminda Otero Doval ◽  
Cecylia Tatoj
Keyword(s):  
Secondary School ◽  
Reading Skills ◽  
Training Needs ◽  
Reading Teachers ◽  
Reading Education ◽  
Reading Habits ◽  
School Students ◽  
Leisure Reading ◽  
Primary And Secondary School

The present article, part of the project “Reading habits in international contexts of secondary school students. A study of educational practices for the promotion of reading” (PR2018057), reports the results of an exploratory-observational scope research extracted from that context. The main objective is to evidence research hypotheses on the training needs of reading teachers. It investigates some areas of the reading habits of Chilean, Polish and Portuguese adolescents who are in transition between primary and secondary school. There are common and divergent patterns in the answers to a questionnaire that delves into motivational and teaching aspects linked to reading education: leisure reading habits, the provenance of the books students read and the use of libraries, the hierarchization of the importance of reading, the strategies of teachers who train reading skills and also the initiatives to promote reading in schools, and their participation. In the light of results obtained, paths of educational and didactic research are proposed that allow to add value to the role of teachers as mediators of reading in the three national contexts that are part of the analysis.

Personal Best (PB) Goal Setting and Students’ Motivation in Science: A Study of Science Valuing and Aspirations

2014 ◽  
Vol 31 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Andrew J. Martin ◽  
Tracy L. Durksen ◽  
Derek Williamson ◽  
Julia Kiss ◽  
Paul Ginns
Keyword(s):  
Secondary School ◽  
Goal Setting ◽  
Learning Goals ◽  
Control Group ◽  
Treatment Control ◽  
School Students ◽  
Correlational Research ◽  
Treatment Control Group ◽  
Primary And Secondary School

To build on prior correlational research into personal best (PB) goals and motivational outcomes, an experimental study was conducted to assess the role of PB goal setting in gains (or declines) in students’ motivation in science (viz. biology, anatomy, health). The study (comprising N = 71 elementary/primary and secondary school students) applied a pre/post-treatment/control group experimental design to test whether setting a PB learning goal in a self-paced science education program (conducted in a museum context) leads to growth in science valuing and science aspirations. The treatment group (PB goal setting), but not the control group, demonstrated significant growth in science aspirations (but not valuing) between pre- and post-testing. This study provides support for the proposition that PB learning goals are associated with motivational growth in students’ lives. Findings also hold implications for museum-based education programs for students.

Disrupted Class, Undisrupted Learning: A Study on the Effect of Online Learning Among Primary and Middle School Students

2021 ◽  
pp. 232102222110244
Author(s):  
Li Yuelin ◽  
Liu Yujie ◽  
Shu Xiaohui
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Middle School Students ◽  
Online Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Effects ◽  
School Students ◽  
Primary And Secondary School

In the first half of 2020, primary and secondary school teaching was transformed into online teaching in China, and the teaching effects have attracted considerable attention. This article collects relevant data on the effects of online learning among primary and middle school students through questionnaire surveys to study the impact of parents and teachers on learning effects, provide an experience for future online education and improve the quality of online education for primary and secondary school students in the future. Through empirical analysis, this article draws three main conclusions. First, parents improve students’ offline social presence, while teachers or classmates improve their online presence. Both changes have a significant positive impact on students’ subjective learning effects. Second, parents are more helpful with regard to the improvement of students’ objective learning effects. Third, in terms of age, parents have a greater influence on younger students. The innovation of this article is that the object of the study is primary and secondary school students. The article considers not only the role of teachers but also the role of parents, thereby filling gaps in the previous literature. JEL codes: I20, I21, I25

scholarly journals The role of mentoring in youth development

2012 ◽  
Vol 44 (1) ◽  
pp. 196-212
Author(s):  
Boris Kordic ◽  
Lepa Babic
Keyword(s):  
Secondary School ◽  
Youth Development ◽  
Psychosocial Development ◽  
Necessary Conditions ◽  
Youth Mentoring ◽  
School Students ◽  
Personality Features ◽  
Relationship Of ◽  
Primary And Secondary School

There is an opinion that natural youth mentoring has a favourable impact on psychosocial development and that it is correlated with better success later on life. This research purports to reveal which personality features of mentors and prot?g?s figure as necessary conditions for development of youth mentoring process, which leads towards positive developmental outcomes. The questionnaire created specifically for the purposes of this study was administered to the convenient sample of primary and secondary school students (77) and university students from Belgrade (109). Respondents assessed the features of a significant person from their life through 17 sentences, the changes occurring due to experience with a significant person through 18 sentences, and one?s own features through 16 sentences. Factor analysis extracted two features of significant persons (labelled M-basic support and M-expert), two kinds of outcomes of experience with significant persons (P-self-improvement and P-self-distance) and two types of features in respondents (Openness towards learning and Relying on others). Analyses indicate that establishment of a relationship of truth and exchange, providing the feeling of basic support to prot?g?s, is a conditio sine qua non in mentoring, while competence and professionalism of the mentor figure as differentia specifica in mentoring. In order for such a relationship to be established, it is necessary for mentors to have personality features that are a precondition for establishing the basic support for prot?g?s, and for prot?g?s to be open towards learning and ready to find a support in mentors.

scholarly journals Reading Skills in Greek as a First Language and in French as a Foreign Language among Primary and Secondary School Children with Specific Reading Disorder

2018 ◽  
Vol 4 (1) ◽  
pp. 81
Author(s):  
Georgia Andreou ◽  
Vasiliki Tsela ◽  
Fotini Anastassiou
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Reading Skills ◽  
First Language ◽  
Reading Disorder ◽  
School Students ◽  
Specific Reading ◽  
Significant Difference ◽  
Good Reading ◽  
Primary And Secondary School

The aim of the present study is to investigate reading skills among primary and secondary school students with good reading skills with those of students with specific reading disorder, in Greek as a first language (L1) and in French as a foreign language (L2). Furthermore, a basic objective of the study is to investigate whether reading skills in Greek could predict reading skills in French both for students with good reading skills and for students with specific reading disorder. The sample of the study consists of one hundred and eight (N=108) students with good reading skills and one hundred and eight (N=108) students with specific reading disorder who are assessed for decoding and fluency in reading, both in Greek and French languages. The results of the study revealed that students with specific reading disorder had lower performance than those with good reading skills, with a statistically significant difference, in all tasks of the French language. Furthermore, it was found that the deficits appeared in a specific task in one language were transferred analogically to the same task in the other language. Finally, there was a statistically significant relation between the tasks in both groups and in both languages.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

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