Growth of Online Schooling in Canada

2011 ◽  
pp. 1060-1065
Author(s):  
M. Haughey
Keyword(s):  
Rural Areas ◽  
Secondary School Students ◽  
New Technology ◽  
Alternative Form ◽  
School Students ◽  
Long Distance ◽  
School Aged Children ◽  
Based Instruction ◽  
Almost All

In Canada, a country of vast landscapes, northern climates and relatively few people, the formal provision of education has always involved alternatives. Records going back to the late 1800s discuss pilot projects that provided education to school-aged children in remote rural areas. Correspondence education, beginning in 1919 and offered by almost all provincial authorities, depended on the post and long-distance haulage to link students and teachers (Haughey, 1990). Each new technology became a part of an educational provision that was of particular importance to secondary school students, who were unable to obtain sufficient courses at their local school to qualify for a high school diploma. More recently, the advent of computers and the Internet have transformed this alternative form of education. It has changed from one for those unable to attend classroom-based instruction to one that is being chosen by students for its adaptability and flexibility, as well as for the ongoing reasons associated with long distances to schools, unavailable courses, and family and personal circumstances. In this chapter, I review the development and present configurations of online schooling in Canada and discuss trends and issues this new form of provision has raised.

Growth of Online Schooling in Canada

2011 ◽  
pp. 984-989
Author(s):  
M. Haughey
Keyword(s):  
Rural Areas ◽  
Secondary School Students ◽  
New Technology ◽  
High School Diploma ◽  
School Students ◽  
Long Distance ◽  
Local School ◽  
School Aged Children ◽  
Educational Provision ◽  
Almost All

In Canada, a country of vast landscapes, northern climates and relatively few people, the formal provision of education has always involved alternatives. Records going back to the late 1800s discuss pilot projects that provided education to school-aged children in remote rural areas. Correspondence education, beginning in 1919 and offered by almost all provincial authorities, depended on the post and long-distance haulage to link students and teachers (Haughey, 1990). Each new technology became a part of an educational provision that was of particular importance to secondary school students, who were unable to obtain sufficient courses at their local school to qualify for a high school diploma.

Sexual exploitation of adolescent students in Tanzania: Implication for social services

2018 ◽  
Vol 62 (3) ◽  
pp. 1104-1116 ◽  
Author(s):  
Budeba Petro Mlyakado ◽  
Jessica Chi-Mei Li
Keyword(s):  
Secondary School ◽  
Social Services ◽  
Rural Areas ◽  
Secondary School Students ◽  
Sexual Exploitation ◽  
Limited Information ◽  
School Students ◽  
Adolescent Students ◽  
Using Data ◽  
Collaborative Efforts

A considerable empirical research has been conducted on sexual exploitation of children and adolescents; however, limited information is available in developing countries. This study describes and discusses the prevalence, nature and characteristics of sexual exploitation of adolescents using data collected from 1116 secondary school students in Tanzania. Results indicate that 21 percent of the surveyed adolescent students had had at least one experience of sexual exploitation. Being a female, living in rural areas and being aged above 15 years were associated with high risk of sexual exploitation. This study underscores gender- and locality-specific social work interventional requirements, with emphasis on interdisciplinary collaborative efforts.

Message from Editor's Desk

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Subodh Kesharwani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Virtual Worlds ◽  
New Technology ◽  
Digital Technologies ◽  
Digital Age ◽  
School Students ◽  
Digital Electronics ◽  
Corporate World ◽  
Almost All

The increasing convergence of the physical and virtual worlds offers unlimited opportunities in almost all areas of society. Digitalisation, as sound it nowadays, is all-encompassing crossways every aspect of our day-to-day lives in all thinkable ways. The influence of digital technologies is predominant in each range of our lives and subsequently the current epoch is also labelled as the "digital age". The procedure of digitalisation started some five decades back with the arrival of computing technologies and digital electronics. Currently digitalisation can be perceived as an instrument of transformation which extends afar our lifestyle to the method we implement, interrelate and demeanour business. Corporate world is using Digitalisation academia in a big way like the teacher decided to use digitalization for all homework assignments during this semester to teach her elementary school students about new technology that has been introduced in the school.

scholarly journals Who is teaching the kids to cook? Results from a nationally representative survey of secondary school students in New Zealand

2016 ◽  
Vol 30 (3) ◽  
Author(s):  
Jennifer Utter ◽  
Simon Denny ◽  
Mathijs Lucassen ◽  
Ben Dyson
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Representative Survey ◽  
School Students ◽  
Current Generation ◽  
Cooking Skills ◽  
Nationally Representative ◽  
Almost All

Abstract Learning how to cook is an important skill for developing healthy eating behaviors. Moreover, involvement in home cooking may offer young people opportunities for skill building, identity development and social engagement with their families. Recently, there have been concerns that the current generation of young people may not have the opportunities to develop sufficient cooking skills. These concerns have been addressed by the initiation of numerous, localized interventions. Yet, little is known about where the current generation of young people learn cooking skills. The objective of this study was to describe where the current generation of young people report learning to cook, drawing on nationally representative data from New Zealand. Data were collected as part of Youth2012, a nationally representative survey of secondary school students (n=8500) in New Zealand. Almost all students reported learning to cook and from multiple sources. Almost all students reported learning to cook from a family member (mother, father, or other family member), approximately 60% of students reported that they learned to cook from certain media (cookbooks, TV, or the Internet) and half of all students reported learning to cook at school. There were numerous differences in where students learned to cook by socio-demographic characteristics. Findings from the current research highlight the important role that families play in teaching young people to cook and will be useful for those working with young people to develop these skills.

scholarly journals MULTIPLE INTELLIGENCES OF UNDERACHIEVERS AND OVERACHIEVERS IN SECONDARY SCHOOL ENGLISH

2021 ◽  
pp. 41-44
Author(s):  
Heera, K. S. ◽  
Arjunan, N. K
Keyword(s):  
Secondary School ◽  
Multiple Intelligences ◽  
Secondary School Students ◽  
School Students ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Inferential Analysis ◽  
Based Instruction ◽  
Ninth Grade Students ◽  
Larger Sample

Underachievement as a phenomenon among school students exists in all subjects,but it is more pronounced in English, especially among students whose medium of learning is vernacular.The multiple intelligences-based instruction has been suggested as a remedy for overcoming the achievement discrepancy in English among EFL learners.This requires understanding the multiple intelligences of underachievers in English in comparison with their overachieving counterparts. The study aims to compare underachievers and overachievers in English with respect to their multiple intelligences.The participants of the study consisted of 85 underachievers and 77 overachievers in English, separated statistically by employing regression method from a larger sample of 447 ninth grade students of Kerala. Data were collected by administering Multiple Intelligences Scale for Secondary School Students,developed by the investigator. Inferential analysis by employing independent sample t-test revealed that underachievers and overachievers in English differed significantly in their Verbal-linguistic intelligence, Visual-spatial intelligence, Intrapersonal intelligence, Interpersonal intelligence and Naturalistic intelligence. The overachievers excel the underachievers in all the five components of multiple intelligences.The underachievers and overachievers in English were found almost alike in their Logical-mathematical intelligence, Bodily-kinesthetic intelligence, Musical intelligence, Existential intelligence and Moral-ethical intelligence.

scholarly journals Relationship between Socio Economic Status and Academic Achievement

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
T. J. M. S. Raju
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Rural Areas ◽  
Secondary School Students ◽  
Economic Status ◽  
School Students ◽  
Chi Square ◽  
Remarkable Change ◽  
Socio Economic Status ◽  
Urban And Rural Areas

<div><p><em>The present study aimed at the relationship between the socio-Economic Status and Academic Achievement among secondary school students of Prakasam District of Andhra Pradesh, India. A number of investigations conducted so far in the field of Socio Economic Status (SES) indicated a significant relation between achievement and SES.  After independence the SES of secondary school students in both urban and rural areas have registered a remarkable change.  On account of phenomenal advancement in science and technology the conditions of the people have changed a lot.</em></p><p><em>The data were collected from 200 secondary school students by using the tools socio-economic status tool measures the dimensions of educational, economic, social, cultural and occupational determinants.  The academic achievement tool consists of the test items of mathematics, general science and social studies.  Later the data were analyzed with the statistical procedures like mean, standard deviations, critical ratios, Chi-square test and r-values.  The results were discussed according to the significant values.  Based on the results certain conclusions were drawn. Over all observation of the study some educational implications were given.</em></p></div>

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