The student in the Polish socialist secondary school (1945–1989): a cultural context

2020 ◽  
pp. 168-186
Author(s):  
Justyna Gulczynska
Keyword(s):  
Secondary School ◽  
Cultural Context

scholarly journals The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nirma Sadamali Jayawardena
Keyword(s):  
Literature Review ◽  
Secondary School ◽  
Secondary Schools ◽  
Systematic Literature Review ◽  
Cultural Context ◽  
School Context ◽  
Cross Cultural ◽  
Student Discipline ◽  
Future Research ◽  
Content Type

PurposeThe present study is a systematic review that identifies future research avenues on culture and discipline in secondary schools in a cross-cultural context.Design/methodology/approachThe literature, as published in top management, education and psychology journals, was reviewed around culture and discipline in secondary schools. This systematic literature review (SLR) used several preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and categorised the studies published during the period 2014–2020.FindingsThe author identified six major themes: (1) punishment, (2) restorative practices (RPs), (3) racial disparities, (4) competitiveness, (5) school climate and (6) secondary school student discipline in a cross-cultural context. Further, the author suggested several future research avenues under these emerging themes.Research limitations/implicationsThe scope of this study is limited to culture and discipline in a secondary school context. The findings provide a solid foundation for researchers in the areas of culture and discipline in secondary schools.Originality/valueTo the best of the author's knowledge, this study can be considered as the first SLR conducted using PRISMA guidelines to identify several under-researched areas in the field of culture and discipline in secondary schools in a cross-cultural context. The study provides several future research insights.

scholarly journals School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

2019 ◽  
Vol 23 (2) ◽  
pp. 279-314 ◽  
Author(s):  
Julia Morinaj ◽  
Andreas Hadjar ◽  
Tina Hascher
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Cultural Context ◽  
Secondary School Students ◽  
Occupational Status ◽  
Temporal Stability ◽  
Sensitive Period ◽  
School Students ◽  
Swiss Canton ◽  
And Migration

AbstractEarly adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171–188, 2018. 10.1080/00131881.2018.1443021), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc 8:179–189, 2005; Reinke and Herman in Psychol Schools 39:549–559, 2002). This study investigates the longitudinal relationship between school alienation domains, namely alienation from learning, from teachers, and from classmates, and academic achievement among secondary school students of grade 7 to grade 9 in Switzerland and Luxembourg. Data were collected from 403 students in the Swiss canton of Bern and 387 students in Luxembourg who participated in three waves of the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Cross-lagged modeling was applied to examine the correlations between school alienation domains and academic achievement at each of the three time points, the temporal stability of school alienation domains and academic achievement, and their cross-lagged effects across time, controlling for students’ gender, school track, parental occupational status, and migration background. Results show that the pattern of relationships is defined by the school alienation domain and the cultural context, pointing to the complex interplay between the multidimensional construct of school alienation and academic outcomes of secondary school students.

scholarly journals Learner-centred teaching in Tanzania: Geography teachers' perceptions and experiences

2021 ◽  
Author(s):  
◽  
Evaristo Andreas Mtitu
Keyword(s):  
Secondary School ◽  
Case Studies ◽  
Curriculum Design ◽  
Knowledge Construction ◽  
Cultural Context ◽  
Teacher Shortage ◽  
Theoretical Framework ◽  
Main Question ◽  
Instructional Resources ◽  
Syntactic Knowledge

<p>The shift from teacher-centred to learner-centred teaching approaches is one of the aspects embarked on to address quality issues in delivery of secondary education in Tanzania. The basis for a shift in teaching paradigm has been motivated by the need for learners to effectively engage in the knowledge construction process.This thesis reports the findings about Learner-Centred Teaching (LCT) in Tanzania from the perceptions and experiences of secondary school geography teachers. Applying a lens of a critical perspective (CP) approach as a theoretical framework, the study sought to respond to the major question: how do geography teachers perceive and experience regarding Learner-Centred Teaching in Tanzania’s secondary school? The main question was guided by four sub-research questions which included: how do geography teachers in Tanzania understand LCT?; how does a teacher’s pedagogical reasoning and decision-making during the planning process reflect LCT beliefs?; how does a teacher’s teaching practice reflect LCT beliefs?; and how does a teacher’s evaluation of classroom instructional practices place the learner at the centre of instruction? The research focus was to assess the implementation of LCT approach as advocated by the educational policy and the mandated curriculum documents.  The study utilised the interpretive and constructivist qualitative case study approach involving nine case studies purposely selected from three research sites. The data were collected using semi-structured interviews, classroom observations and detailed reviews of teachers’ own teaching portfolios. Applying an interpretive generative inductive data analysis approach, data were analysed based on the specific meaning patterns that were emerging from individual case studies. Themes were developed by comparing and contrasting meaning patterns within and across case studies.  Findings presented aspects which influence teachers’ practices of LCT including: the constructivist view of knowledge construction, role of language and cultural context in LCT, teacher-students’ power relation, and the nature of the curriculum. Other aspects raised include: teachers’ substantive and syntactic knowledge and classroom organisation and management. The study also presents some dilemmas against implementation of LCT. These dilemmas include language barrier, class sizes; curriculum design; and teacher shortage, and shortage of instructional resources. Other dilemmas include: lack of both inservice training for LCT and cultural-context specific curriculum relevance.  The researcher recommends the need to address dilemmas in the implementation of LCT approaches such as: class sizes, curriculum design, and teacher shortage; shortage of instructional resources and facilities; and the medium of instruction; geography curriculum should be designed to allow teachers’ flexibility; and teachers’ need of mastery in the substantive and syntactic knowledge. Other recommendations include: teachers’ need of in-service training regarding the conceptual and theoretical understanding of LCT, its approaches, and application in geography classrooms; teachers’ use of an integrated-formative evaluation and assessment approaches; and the need of further research on aspects around the same topic, taking into consideration different theoretical orientations and methodological approaches.  The study contributes knowledge to the international literature regarding LCT and its implementation complexities from the developing economy’s perspectives. In particular, the study contributes to the understanding of LCT from a CP theoretical framework. It also provides an avenue for debate and consideration on the importance of initial and in-service teacher education, the curriculum, and the need to integrate learners’ culture for effective implementation of LCT. The researcher has developed three models to support the practice of LCT. These are: the constructivist learning process; an integrated LCT based curriculum; and the classroom organisation and management framework models.</p>

Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study

2020 ◽  
Vol 64 (3) ◽  
pp. 204-218
Author(s):  
Xinjie Chen ◽  
Xitao Fan ◽  
Joseph Wu ◽  
Hoi Yan Cheung
Keyword(s):  
Secondary School ◽  
Cultural Context ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Gifted Students ◽  
Psychological Resources ◽  
School Students ◽  
Negative Effect ◽  
Broaden And Build Theory ◽  
Academically Gifted

From the perspective of positive psychology, this study examined the variables in four domains of personal resources under the broaden-and-build theory concerning their relationships with suicidal cognition among academically gifted students. A total of 386 academically gifted secondary school students in China participated in the study. First, the descriptive analysis results indicated that the mean score of suicidal cognition was below average, but these students were experiencing sleep deprivation problem in their daily lives. Second, based on the broaden-and-build theory, correlational analysis results suggested that most of the variables from the four domains of resources were significantly related to suicidal cognition. Most important, regression results showed that cognitive and psychological resources appeared to be the most influential for suicidal cognition. Furthermore, parents should be alerted that, for academically gifted students, parental relationship (social resource) is important, as lack of such a positive relationship (i.e., parents’ alienation) showed strong negative effect on suicidal cognition of these students. This was the first study that used the framework of broaden-and-build theory to study and compare the predictive effects of resources on suicidal cognition of academically gifted secondary school students in the Chinese social and cultural contexts.

scholarly journals Learner-centred teaching in Tanzania: Geography teachers' perceptions and experiences

2021 ◽  
Author(s):  
◽  
Evaristo Andreas Mtitu
Keyword(s):  
Secondary School ◽  
Case Studies ◽  
Curriculum Design ◽  
Knowledge Construction ◽  
Cultural Context ◽  
Teacher Shortage ◽  
Theoretical Framework ◽  
Main Question ◽  
Instructional Resources ◽  
Syntactic Knowledge

<p>The shift from teacher-centred to learner-centred teaching approaches is one of the aspects embarked on to address quality issues in delivery of secondary education in Tanzania. The basis for a shift in teaching paradigm has been motivated by the need for learners to effectively engage in the knowledge construction process.This thesis reports the findings about Learner-Centred Teaching (LCT) in Tanzania from the perceptions and experiences of secondary school geography teachers. Applying a lens of a critical perspective (CP) approach as a theoretical framework, the study sought to respond to the major question: how do geography teachers perceive and experience regarding Learner-Centred Teaching in Tanzania’s secondary school? The main question was guided by four sub-research questions which included: how do geography teachers in Tanzania understand LCT?; how does a teacher’s pedagogical reasoning and decision-making during the planning process reflect LCT beliefs?; how does a teacher’s teaching practice reflect LCT beliefs?; and how does a teacher’s evaluation of classroom instructional practices place the learner at the centre of instruction? The research focus was to assess the implementation of LCT approach as advocated by the educational policy and the mandated curriculum documents.  The study utilised the interpretive and constructivist qualitative case study approach involving nine case studies purposely selected from three research sites. The data were collected using semi-structured interviews, classroom observations and detailed reviews of teachers’ own teaching portfolios. Applying an interpretive generative inductive data analysis approach, data were analysed based on the specific meaning patterns that were emerging from individual case studies. Themes were developed by comparing and contrasting meaning patterns within and across case studies.  Findings presented aspects which influence teachers’ practices of LCT including: the constructivist view of knowledge construction, role of language and cultural context in LCT, teacher-students’ power relation, and the nature of the curriculum. Other aspects raised include: teachers’ substantive and syntactic knowledge and classroom organisation and management. The study also presents some dilemmas against implementation of LCT. These dilemmas include language barrier, class sizes; curriculum design; and teacher shortage, and shortage of instructional resources. Other dilemmas include: lack of both inservice training for LCT and cultural-context specific curriculum relevance.  The researcher recommends the need to address dilemmas in the implementation of LCT approaches such as: class sizes, curriculum design, and teacher shortage; shortage of instructional resources and facilities; and the medium of instruction; geography curriculum should be designed to allow teachers’ flexibility; and teachers’ need of mastery in the substantive and syntactic knowledge. Other recommendations include: teachers’ need of in-service training regarding the conceptual and theoretical understanding of LCT, its approaches, and application in geography classrooms; teachers’ use of an integrated-formative evaluation and assessment approaches; and the need of further research on aspects around the same topic, taking into consideration different theoretical orientations and methodological approaches.  The study contributes knowledge to the international literature regarding LCT and its implementation complexities from the developing economy’s perspectives. In particular, the study contributes to the understanding of LCT from a CP theoretical framework. It also provides an avenue for debate and consideration on the importance of initial and in-service teacher education, the curriculum, and the need to integrate learners’ culture for effective implementation of LCT. The researcher has developed three models to support the practice of LCT. These are: the constructivist learning process; an integrated LCT based curriculum; and the classroom organisation and management framework models.</p>

scholarly journals Comparing theoretical approaches towards style: Several possible criteria and changing cultural contexts

Stylistyka ◽  
2020 ◽  
Vol 24 ◽  
pp. 381-387
Author(s):  
Michal Křistek
Keyword(s):  
Secondary School ◽  
Cultural Context ◽  
Secondary School Students ◽  
General Scheme ◽  
Academic Community ◽  
School Students ◽  
Theoretical Concepts ◽  
Cultural Contexts ◽  
Theoretical Approaches ◽  
Definition Of

The main aim of this contribution is to propose a general scheme that provides the possibility of comparing theoretical approaches to style, including approaches rooted in various cultural contexts. This kind of general scheme from the area of comparative stylistics offers the possibility to compare works on style written in various periods and various areas. The proposed scheme describing theoretical concepts of style, moving from linguistic to extralinguistic factors, is a sequence of five simple what-questions (in English, for the sake of the scheme could be simplicity referred to, e.g. as a “5 wh-sequence”): 1) WHAT definition of style is used? 2) WHAT kind of text is dealt with? 3) WHAT varieties of the particular language are taken into consideration? 4) WHAT is the purpose of work with texts? 5) WHAT other extralinguistic factors are taken into consideration? Since each proposed scheme must be tested in practice, two works are chosen for a brief test – namely, two works dealing with Slovak stylistics, published over nine decades apart, which in this particular case means each of them operated in a considerably different cultural context. The main differences between the compared works are 1) the aim – prescription vs. description, and 2) the supposed reader – secondary school students vs. university students (the academic community in general, re- spectively). Other differences are caused mainly by the different stages of the language as well as metalanguage development, and with the development of the language community in general.

‘New’ Ways of Seeing and Doing: A Critical Reflection on Changes to Educational Theory and Practice

2002 ◽  
Vol 18 ◽  
pp. 1-5 ◽  
Author(s):  
Glenn Abblitt
Keyword(s):  
Secondary School ◽  
Cultural Context ◽  
Critical Reflection ◽  
School Teacher ◽  
Educational Theory ◽  
Theory And Practice ◽  
Secondary School Teacher ◽  
Research Perspective ◽  
The Many ◽  
Western Perspective

AbstractThis paper documents a research journey that was initially undertaken to escape the feelings of tension and dissatisfaction that I had experienced as a secondary school teacher. The paper identifies the many influences that have guided the course of my continuing research journey. Philosophically, my research has taken me from viewing the world and my place in it from a narrow and authoritarian Western perspective through to a more inclusive and more democratic non-Western perspective. This shift in perspective initially resulted in changes to my educational theory and practice as manifested in the evolution of an environmental education program in a Melbourne secondary school. More recently my research perspective has again shifted, enabling me to pursue an opportunity to not only teach in, but more importantly also to learn in, a different cultural context. In both Melbourne and Manila, the transformations have come about by sharing ‘new’ ways of seeing and doing.

Motivation Toward Choosing Psychology as a Secondary School Subject: A Cross-Cultural Comparison

2021 ◽  
pp. 009862832110299
Author(s):  
Lenka Sokolová
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Cultural Context ◽  
Human Mind ◽  
Cross Cultural ◽  
School Subject ◽  
School Students ◽  
Online Questionnaire ◽  
Cross Cultural Differences ◽  
Students Attitudes

Background: During the past two decades, psychology has become a favorite school subject in many countries. This situation has led to studies on students’ attitudes and perceptions of psychology as a secondary school subject. Objective: The purpose of this study was to compare motives for choosing psychology as a school subject among secondary school students (15–19 years of age) from England and Slovakia. Method: In this study, we administered an online questionnaire to gather data about motivation toward studying psychology among secondary students in England ( n = 150) and Slovakia ( n = 210). Results: For both groups, the most frequent motives and beliefs influencing the choice of psychology were self-understanding and understanding behaviors of others. However, significant cross-cultural differences in other motives emerged (e.g., the perception of difficulty of psychology as a school subject). Conclusion: Students, regardless the cultural context, choose psychology mostly to understand how the human mind works and to understand human behavior to help people. Teaching Implications: Pre-tertiary psychology teachers therefore need to accept a challenge to fulfill students’ expectations and to raise awareness of pre-tertiary students’ perceptions and beliefs about psychology among decision makers on national and international levels.

scholarly journals Cultural Presentation in Thai Secondary School ELT Coursebooks: An Analysis From Intercultural Perspectives

2018 ◽  
Vol 6 (11) ◽  
pp. 99
Author(s):  
Athip Thumvichit
Keyword(s):  
Secondary School ◽  
Cultural Context ◽  
English Language ◽  
Native Speakers ◽  
English Language Teaching ◽  
Time Zone ◽  
Cultural Content ◽  
Teachers Attitudes ◽  
Reading Texts

Globalization has accelerated the growth of English and created a need for several changes in English language teaching (ELT), one of which is related to the role of ELT materials in facilitating interaction across cultures. Considering the fast growing importance of cultural content in ELT, this study explores issues of cultural presentation in Thai secondary school ELT coursebooks. The purpose of this study is twofold: first, to analyze cultural content presented in visuals and reading texts; second, to investigate teachers’ attitudes toward cultural presentation in ELT coursebooks. The coursebook sample included seven approved ELT coursebooks entitled Bridge 1, English in Mind 1, Messages 1, Motivate! 1, New World 1, Time Zone 1, and Your Space 1. The findings suggested that native speakers’ contexts were dominantly portrayed in both visuals and reading texts in all the coursebooks except Time Zone 1, which yielded a great deal of non-native speakers’ contexts. Nevertheless, Thai cultural context was completely absent from the reading-focused activities, and only a few pictures presenting Thai culture were identified. The questionnaire findings revealed that Thai secondary teachers are ready to embrace the intercultural aspects of ELT, as the overwhelming majority of respondents’ opinions signified the shift toward localized and culturally diversified materials.

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