scholarly journals The interpretation of vocative linguistic features in contemporary textbooks and school grammar book of the croatian language

2021 ◽  
Vol 70 (1) ◽  
pp. 121-146
Author(s):  
Petra Božanić
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Morphological Features ◽  
Linguistic Features ◽  
School Subject ◽  
Primary And Secondary Education ◽  
School Year ◽  
Study Results ◽  
Selection Of ◽  
Contemporary School

This paper aims to analyze the interpretation of vocatives and cat[1]egory of vocativeness within the school subject Croatian language regarding phonetic, phonological morphological, syntactic, orthographic and pragmat[1]ic-semantic vocative features on the corpus of contemporary Croatian lan[1]guage textbooks for primary and secondary education selected according to the final result of the selection of textbooks from the “Catalog of approved textbooks for the 2020/2021 school year” for primary and secondary schools, and four contemporary school grammar books of the Croatian language by Silić & Pranjković (2007), Težak & Babić (2016), Ham (2017), and Hudeček & Mihaljević (2019). The study results show the presence of the vocative as a case with the emphasis on its morphological features and syntactic autonomy, and the communicative vocative functions have been almost completely neglected.

Education for Peace and School Coexistence

2016 ◽  
pp. 106-129 ◽  
Author(s):  
José A. Pineda-Alfonso ◽  
Francisco F. García-Pérez
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Primary And Secondary Education ◽  
Wide Range ◽  
Culture Of Peace ◽  
Education For Peace

There has been an influx of international currents in favour of a Culture of Peace and Non-Violence since the 1990s. This has allowed the curriculum in Primary and Secondary Education to generate a wide range of differently focused plans and projects. One of the peculiarities of this phenomenon in Spain is its links with the deterioration in classroom coexistence, and, as a consequence, a number of different initiatives have been put in place to promote a Culture of Peace and Coexistence. In spite of the deployment of means and staff, it is clear from the analysis of two cases in Secondary Schools in Andalusia (Spain) that there have been scant results, as the influence of all these initiatives has only been superficial in schools. Given the failure of these initiatives, a drift towards authoritarianism in school coexistence discourses and practices is observed.

scholarly journals Analysis of the Effects of two Gamified Emotional Education Software’s in Emotional and Well-being Variables in Spanish Children and Adolescents

2018 ◽  
Vol 13 (09) ◽  
pp. 148 ◽  
Author(s):  
Agnès Ros-Morente ◽  
Enric Cabello Cuenca ◽  
Gemma Filella Guiu
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Experimental Design ◽  
Well Being ◽  
Control Group ◽  
Education Students ◽  
Primary And Secondary Education ◽  
Study Results ◽  
Quasi Experimental ◽  
Group A

The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the software’s Happy 8-12 and the Happy 12-16 during an academic course. Both innovative software’s are focused in the training of the basic emotional competences. The study has a pre-post quasi-experimental design with a control group. A total of 574 primary education students and 903 of secondary education participated in the study. Results show that the training of the emotional competences with novel methods, such as gamified software’s, improves the emotional competences, reduces anxiety and enhances academic achievement in a sample of Spanish students.

scholarly journals Transition of Primary and Secondary Education in Croatia to Online Schooling: Challenges and New Insights

2020 ◽  
pp. 1-10
Author(s):  
Klara Bilic Mestric ◽  
Jasna Tingle ◽  
Martina Hribar ◽  
Jasminka Maravic
Keyword(s):  
Qualitative Research ◽  
Secondary Education ◽  
Focus Groups ◽  
Head Teachers ◽  
Valuable Data ◽  
Reflective Journals ◽  
Primary And Secondary Education ◽  
School Year ◽  
Phenomenological Perspective ◽  
Teachers And Parents

In the school year 2019/2020 during online schooling, 11 educators – teachers, head teachers and pedagogues kept reflective journals about their practice for three months, during which time they also participated in focus groups and individual sessions. Valuable data obtained through systematically conducted qualitative research led to the formulation of questionnaires for teachers, head teachers and parents, which were delivered at the end of the school year in July 2020. More than 26 000 responses were collected. Taking a phenomenological perspective, this paper provides snippets into challenges faced by educators during online schooling and highlights their need for ICT-related education in Croatia.

The impact of ISO quality management systems on primary and secondary schools in Spain

2018 ◽  
Vol 26 (1) ◽  
pp. 2-24 ◽  
Author(s):  
Jorge Antonio Arribas Díaz ◽  
Catalina Martínez-Mediano
Keyword(s):  
Mixed Methods ◽  
Secondary Education ◽  
Quality Management ◽  
Secondary Schools ◽  
Management Systems ◽  
Quality Management Systems ◽  
Content Type ◽  
Primary And Secondary Education ◽  
Three Phase ◽  
The Impact

Purpose The purpose of this study is to evaluate the application of quality management systems (QMS) based on international standards of quality in education (ISO 9001:2008) and ascertain the influence of this quality model on primary and secondary schools in Spain. Design/methodology/approach The study was conducted in 26 publicly funded, private schools in Spain. The research design was a three-phase, mixed-methods evaluation. In all, 809 teachers answered the main survey questionnaire in Phase 3, which was validated through expert reviews and exploratory factor analysis against two theoretically derived dimensions of quality. The total scores of the two dimensions demonstrated Cronbach’s alpha reliability estimate > 0.95. A discriminant function analysis was applied next to compare three groups of schools based on teachers’ QMS ratings, using students’ achievement and other school quality indicators as predictors. Findings The QMS model was perceived to have contributed to improvements in documentation and management through evaluation, continuous improvement processes, the schools’ external image, management of resources and user satisfaction levels. Some of the improvements lasted over time. The schools rated as “high” by teachers on QMS implementation levels had better educational outcomes, as well as user perception and satisfaction levels, as compared to schools rated as “low”. Drawbacks of the QMS model were perceived as high bureaucratic workloads and a top–down management culture. Practical implications The findings suggest that ISO standards of QMS can be adopted in primary and secondary education institutions successfully, and that they are suitable for improving schools and educational systems overall. Originality/value The study’s originality lies in the demonstrated outcomes of the QMS approach, originally created for industrial environments, in a large Spanish primary and secondary education institution using a three-phase, mixed-methods design.

scholarly journals ROZWÓJ ZAWODOWY NAUCZYCIELI JĘZYKA KASZUBSKIE-GO – DIAGNOZA POTRZEB DOTYCZĄCYCH SZKOLEŃ

Neofilolog ◽  
2019 ◽  
pp. 105-119
Author(s):  
Lucyna Radzimińska ◽  
Danuta Stanulewicz
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
School Subject ◽  
Junior Secondary Schools ◽  
School Year ◽  
Core Curricula ◽  
Junior Secondary ◽  
Senior Secondary Schools ◽  
Literature Culture ◽  
Senior Secondary

The Kashubian language was introduced as a school subject in 1991. In the school year 2013/2014, the number of students attending Kashubi-an classes amounted to 17,145. They were taught the language by ca. 620 teachers in 420 schools: 13,850 in 293 primary schools, 2,688 in 103 junior secondary schools and 607 in 24 senior secondary schools. The aim of this paper is to present the results of a questionnaire investi-gating the training needs of Kashubian teachers. It appears that they would willingly attend courses or workshops in all the areas mentioned in the questionnaire, including, inter alia, language teaching methodolo-gy as well as Kashubian literature, culture and history. It is no surprise that the demand for such courses is so high since the core curricula for all school levels emphasize the importance of teaching Kashubian cul-ture, history and geography alongside the Kashubian language.

Primary and Secondary Education in Morocco: From Access to School into Generalization to Dropout

2017 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Zoulal Mansouri ◽  
Mohamed El Amine Moumine
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Educational System ◽  
Education System ◽  
Education Program ◽  
Primary And Secondary Education ◽  
The 1960S ◽  
Made In

This article provides an overview of school wastage, namely repetition and dropout in primary and secondary schools in Morocco. It describes how this phenomenon has progressed since school was implemented in the 1960s. It shows that the fundamental principles of the education system established in the aftermath of Morocco’s independence in 1956 did not succeed in providing a clear, stable education program. The article concludes that despite the tremendous efforts made in enrollment, school wastage persists, and the educational system is still trapped in the idealistic principles of the 1960s, causing education to flounder in the dramatic triangle of schooling, generalization, and dropout.

Content Selection of Teaching Students Reflexive Activity Methods at English Lessons under Basic Secondary Education

2020 ◽  
Vol 8 (4) ◽  
pp. 22-27
Author(s):  
Elena Kazanceva ◽  
Ol'ga Sokolova
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
Teaching English ◽  
School Subject ◽  
Content Selection ◽  
Educational Standard ◽  
Selection Of

The article is devoted to the problem of reflexive skills forming of students at English lessons and the absence of component list in the content selection of teaching English. In conditions of educational standard implementation school English lesson is to develop students’ reflexive skills, thus this article contains the description of content selection peculiarities in teaching students reflexive activity methods within the school subject “Foreign language”.

scholarly journals Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

2017 ◽  
Vol 6 (3) ◽  
pp. 47-55
Author(s):  
Edson C. Mwangu ◽  
Lwazi Sibanda
Keyword(s):  
Secondary Education ◽  
Staff Development ◽  
Secondary Schools ◽  
Document Analysis ◽  
Structured Interviews ◽  
Biology Teachers ◽  
Case Study Design ◽  
Primary And Secondary Education ◽  
Teaching Biology

AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.

“Religious Education” or “Teaching about Religion”? A Review of Compulsory Religious Culture and Ethics Lessons in Turkish Primary and Secondary Schools

2018 ◽  
Vol 13 (2) ◽  
pp. 153-178
Author(s):  
Turgay Gündüz
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Religious Education ◽  
Religious Culture ◽  
Sources Of Information ◽  
Educational Approach ◽  
Primary And Secondary Education ◽  
Ethics Teaching ◽  
History Of ◽  
Teaching About Religion

Abstract Religious Culture and Ethics (RCE), a compulsory course in Turkish primary and secondary schools, is a highly debated issue with respect to education on religion. Discussions focus on whether the class is “religious education” with a confessional approach or “religious culture and ethics teaching” that adopts a non-confessional view. Following a short history of religious education courses in Turkish primary and secondary education, this study analyses the curriculum and the content of the RCE course from the perspective of two Islamic sects (madhhab) and religious education approaches to discuss the principal educational approach applied in the country. The study also analyses the argument that holds that RCE is a non-confessional lesson in terms of both content and application; and that, accordingly, there is no problem with its presence among compulsory courses in primary education. It is rather concluded that, since its inclusion within the primary and secondary education curricula as a compulsory lesson, RCE has never been non-confessional in terms of including other religions and beliefs as well as other sects within Islam. An examination of the sectarian sources of information on worship provided in these courses reveals that the current textbooks are explicitly grounded in the Hanafi School with regard to issues of Muslim obligations.

scholarly journals “No-one told me it would all be in Catalan!” – narratives and language ideologies in the Latin American community at school

2018 ◽  
Vol 2018 (250) ◽  
pp. 59-86 ◽  
Author(s):  
Adriana Patiño-Santos
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Latin American ◽  
Metropolitan Area ◽  
Education System ◽  
Language Ideologies ◽  
School Year ◽  
Linguistic Ethnography ◽  
Conversational Narrative ◽  
Depth Interviews

Abstract This article discusses the circulation of language ideologies through conversational narrative repertoires among Latin American parents in the secondary education system in Catalonia. Data, gathered in a linguistic ethnography carried out in three secondary schools in the metropolitan area of Barcelona between 2011 and 2013, include fieldwork in the classroom and other spaces of the school in different periods of the school year, as well as narrative repertoires gathered from in-depth interviews with some of the actors (students and parents of Latin American backgrounds). We focus on conversational narrative because it has proved to be an effective methodological resource for gathering evaluative and moral stances amongst tellers. Narrative data are triangulated with observational and interactional information. Some of the findings reveal, amongst other phenomena, the coexistence of a constellation of conflicting language ideologies regarding Catalan as the language of the school.

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