Exploring the value of ELT as a secondary school subject in China: a multi-goal model for the English curriculum

2015 ◽  
pp. 217-233
Keyword(s):  
Secondary School ◽  
School Subject ◽  
Goal Model ◽  
English Curriculum

Shaping analytic geometry as a secondary school subject. A comparative study

2020 ◽  
pp. 43-56
Author(s):  
Maria Cristina Araújo de Oliveira ◽  
José Manuel Matos
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Comparative Study ◽  
20Th Century ◽  
19Th Century ◽  
Educational Systems ◽  
Analytic Geometry ◽  
School Subject ◽  
Late 19Th Century

A comparative study exploring textbooks used in two distinct educational systems, Brazil and Portugal, was performed focusing on the ways in which analytic geometry was developed as a secondary school subject. Our analysis concentrates on textbooks from the late 19th century until the middle of the 20th century known to be used in schools. Keywords: history, analytic geometry, textbooks, mathematics education

Conceptual learning in relation to near and far transfer in the secondary school subject of economics

2007 ◽  
Vol 22 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Lenie Kneppers ◽  
Marianne Elshout-Mohr ◽  
Carla van Boxtel ◽  
Bernadette van Hout-Wolters
Keyword(s):  
Secondary School ◽  
Conceptual Learning ◽  
School Subject ◽  
Far Transfer

RS based RE in Public Schools: A Must for a Secular State

Numen ◽  
2008 ◽  
Vol 55 (2-3) ◽  
pp. 123-150 ◽  
Author(s):  
Tim Jensen
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Comparative Study ◽  
Scientific Basis ◽  
Upper Secondary School ◽  
School Subject ◽  
Normal School ◽  
Upper Secondary ◽  
Normative Argument ◽  
Secular State

AbstractThis article is a reasoned, normative argument for making religion education (RE) a separate, compulsory, time-tabled and totally normal school subject at all levels in public schools. With reference to Religion (RE) in Danish upper-secondary school as well as to the way Danish departments for the study of religions (RS) educate Religion teachers, key contents and principles of an RS based RE are outlined. It is stressed that only the historical and comparative study of religions can provide the scientific basis for RE, and that it must be the RS departments that educate RE teachers. It is, furthermore, suggested that normalisation of RE in public schools be added to defining characteristics of a secular state, and that scholars of religion engage not only in studies of RE but also in establishing RS based RE.

scholarly journals Environmental Education is History: The Extent to Which Modern History Education Adopts Characteristics of Socially Critical Environmental Education

2006 ◽  
Vol 22 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Clayton Barry
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Research Study ◽  
History Education ◽  
Modern History ◽  
School Subject ◽  
Policy And Practice ◽  
History Teachers

AbstractThis paper reports on a research study that investigated the extent to which the Queensland secondary school subject Modern History adopts characteristics of socially critical environmental education. The study found that while the Modern History syllabus gives ample opportunities for students to focus their inquiries on environment, Modern History teachers had overlooked this aspect of the syllabus. More positive findings of this research are that both the syllabus and teachers adopt many characteristics of socially critical environmental education. In particular, the values, political and emancipatory characteristics feature strongly in both policy and practice. To a lesser extent, both the holistic and issues-based characteristics are represented. Finally, this research study shows that the action characteristic, as defined in socially critical environmental education, is clearly neglected. Despite this, there is a case to be made for Modern History to be used as a vehicle for socially critical environmental education in Queensland schools.

scholarly journals A learning-centred approach to teaching linguistic knowledge: Teachers’ perception of teaching periods 1 and 2(/3) in the new English curriculum for secondary schools in Vietnam

2020 ◽  
Vol 10 (2) ◽  
pp. 11-25
Author(s):  
Nguyen Thanh Tung
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Communicative Competence ◽  
Linguistic Knowledge ◽  
English Curriculum ◽  
Learning Centered ◽  
New Curriculum ◽  
Approach To Teaching ◽  
Poster Presentations

The new curriculum was promulgated at the end of 2018. Therefore, there is a need to investigate how teachers perceive the teaching of linguistic knowledge in addition to skills to develop secondary school learners’ communicative competence. The study was carried out during the three months of July, August and October of 2020 in the three provinces of Kien Giang, Ben Tre and Lam Dong with the participation of 120 teachers from 106 secondary schools. Data were collected in the form of group poster presentations for the first two/three periods in the textbooks for the new curriculum and analyzed according to three aspects of form, meaning and use for linguistic knowledge and their sequence. The findings of the study indicate that the teacher participants have a vague idea about teaching the aspects of linguistic knowledge from a learning-centered approach, do not know their sequence of meaning, form and use, and normally follow the activities and their order in the textbook as the only resort available.

scholarly journals Smak för hållbar utveckling?

2021 ◽  
pp. 130-157
Author(s):  
Lolita Gelinder
Keyword(s):  
Secondary School ◽  
Food Consumption ◽  
Eating Habits ◽  
Food Choices ◽  
Video Data ◽  
Lower Secondary School ◽  
School Subject ◽  
School Students ◽  
Sustainable Food ◽  
Teachers And Students

In the school subject Home- and Consumer Studies, the curriculum includes knowledge about sustainable food consumption, i.e. the students should learn to make sustainable food choices. Previous research has shown that taste is an important factor when people choose what to eat. The purpose of this study is to investigate teaching about sustainable food consumption, by focusing on how teachers and students talk about taste during foodwork, more specifically what meaning that is construed in relation to taste and how this content may be understood in relation to different perspectives on taste. Video data from two classes of Swedish lower secondary school students is analyzed using pragmatic discourse analysis methods. The results show that taste is mainly used in terms of taste assessments and thus provide an understanding of taste as something fixed and unchangeable. A transactional perspective on taste is suggested as an alternative, working with taste as something changeable and reflexive. In this way teaching can be a part in students developing new taste experiences, which is crucial for wanting to change eating habits, or for learning to eat new dishes, and foods, which will be required in order for people to make sustainable food choices.

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