scholarly journals Nyelvi tudatosságot fejlesztő pályázat középiskolásoknak

2021 ◽  
Vol 47 ◽  
pp. 73-89
Author(s):  
Zsófia Ludányi ◽  
Ágnes Domonkosi
Keyword(s):  
Public Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Management Theory ◽  
Language Management ◽  
School Students ◽  
Language Problems ◽  
Real Language ◽  
The One ◽  
Methodological Aspects

Education of Hungarian as L1 requires an approach and methods that place much greater emphasis on students’ own language experiences. The aim of this article is to present the principles and methodological aspects of a competition that invited secondary school students to submit language diaries. The aim of this competition was to test a model of teaching Hungarian as L1 which focuses on real language problems and is based on the one hand on the theory of problembased learning (PBL) and on the other hand on Language Management Theory (LMT). The competition was motivated by the fact that the method had not been tested before, based on the language experiences and reflections of students in public education.

Language dominance in Turkish-German bilinguals: methodological aspects of measurements in structurally different languages

2011 ◽  
Vol 15 (2) ◽  
pp. 215-236 ◽  
Author(s):  
Michael H. Daller ◽  
Cemal Yıldız ◽  
Nivja H. de Jong ◽  
Seda Kan ◽  
Ragıp Başbaĝi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Methodological Problem ◽  
Oral Proficiency ◽  
Control Group ◽  
School Students ◽  
Language Dominance ◽  
School Career ◽  
Methodological Aspects ◽  
Turkish German

The purpose of this study is to establish measures of language dominance in bilinguals who speak structurally different languages, in our case German and Turkish, with tools that are based on fluency and oral proficiency. A ‘balanced’ bilingual with equal proficiency in two (or more) languages is hardly ever found (e.g. Grosjean, 1982; Olsson, & Sullivan, 2005) but the identification of the dominant language is a huge methodological problem, especially in studies of structurally different languages (see Daller, van Hout, & Treffers-Daller, 2003). The participants in the present study are a group of Turkish—German bilinguals who grew up in Germany and returned to Turkey during their school career, the so-called ‘returnees’ (n = 60), and a group of Turkish secondary school students who grew up in Turkey and learned German as an L2, the so-called control group (n = 55). We firstly establish the language dominance of the two groups with a C-test. We then use oral picture descriptions in both languages to measure a variety of fluency measures, both manually and using scripts written in ‘Praat’ (Boersma & Weenink, 2007). On the basis of these scores, we are able to develop measures of fluency that correlate highly with the C-test scores and have a highly predictive value in a logistic regression in the prediction of group membership (returnee or member of the control group). We conclude that this corroborates the validity of the measures. Overall we conclude that it is possible to develop measures of language dominance based on fluency and overall oral proficiency.

scholarly journals The Structure of the Signs of Giftedness in a Sample of Secondary School Students

2020 ◽  
Vol 10 (2) ◽  
pp. 23-33
Author(s):  
Pjotr Yanjshin
Keyword(s):  
Secondary School ◽  
Strong Correlation ◽  
School Environment ◽  
Secondary School Students ◽  
Psychological Adaptation ◽  
Motivational Factor ◽  
School Students ◽  
Depth Of Knowledge ◽  
Characteristic Features ◽  
The One

The article deals with the theoretical task of testing the correctness of distinguishing creative giftedness as a special type of giftedness. As well as that, the presence of a correlation between the characteristic features of giftedness, on the one hand, and the signs of social psychological adaptation/maladaptation, on the other, is investigated on a sample of 583 secondary school students. The data was drawn from interviews with the teachers. A strong correlation was revealed between the instrumental factor of “Spontaneous Creative Activity” and the motivational factor of “Research Enthusiasm”, however the individuals who demonstrated these giftedness signs accounted for only 3.4% of the sample. An equally strong correlation was observed between the motivational factor "High Cognitive Motivation" and the instrumental factor "Efficiency and Depth of Knowledge Acquisition" which characterize "academic giftedness". The orthogonality of factors calls into question the possibility of deducing academic productivity and creativity from the same source. The factors of academic giftedness are positively associated with the adaptive characteristics of behavior in school environment. The factors of creative giftedness correlate negatively with adaptive behavioral traits.

scholarly journals Implicit associations of teleology and essentialism concepts with genetics concepts among secondary school students

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0242189
Author(s):  
Florian Stern ◽  
Marine Delaval ◽  
Kostas Kampourakis ◽  
Andreas Müller
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Future Research ◽  
Implicit Associations ◽  
School Students ◽  
School Class ◽  
The One ◽  
Development And Validation ◽  
Level Analysis

In this article, we present the development and validation of an implicit association test for measuring secondary school students’ associations between genetics concepts and teleology concepts on the one hand, and between genetics concepts and essentialism concepts on the other hand. In total, 169 students from 16 school classes took part in the study, from January 2018 to May 2018. We investigated the strength of the aforementioned associations and the influence of various covariates such as gender, age, school class, or previous learning of biology on the association of teleology or essentialism concepts with genetics concepts through an analysis of covariance and a multi-level analysis. We found moderate associations between genetics and teleology concepts, as well as between genetics and essentialism concepts. These results might reflect a tendency of students of different ages and with various backgrounds to think about genes in terms of goals (teleology) and stability (essentialism), which should be investigated further in future research.

Teaching Religion in Australian Schools

Numen ◽  
2008 ◽  
Vol 55 (2-3) ◽  
pp. 241-271 ◽  
Author(s):  
Peta Goldburg
Keyword(s):  
Public Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Independent Schools ◽  
Teaching Approaches ◽  
School Students ◽  
Educational Approach ◽  
Teaching Religion ◽  
Approach To Teaching ◽  
Senior Secondary

AbstractTraditionally the teaching of religion in schools in Australia was confined to Church-sponsored or independent schools because public education in Australia prided itself on being "free, secular and compulsory." For over one hundred years, the teaching of religion in church schools was grounded in a faith-forming approach but, in the 1980s, there was a shift to an educational approach to teaching of religion. The development of educational approaches enabled the introduction of Studies of Religion for senior secondary school students. After considering these shifts, suggestions will be made for some dynamic teaching approaches for students in Studies in Religion.

scholarly journals The pilot study of SMART-Resilience a psycho-educational program

2019 ◽  
Vol 4 (3) ◽  
pp. 121
Author(s):  
Kadek Suranata
Keyword(s):  
Pilot Study ◽  
Secondary School ◽  
School Counselor ◽  
Secondary School Students ◽  
Well Being ◽  
Repeated Measure ◽  
School Students ◽  
Measure Anova ◽  
Post Test ◽  
The One

This pilot study is aimed at evaluating the feasibility of the Smart resilience program for secondary school students. The one group pretest and posttest experiment design conducted by involved 45 of second grades students of secondary school in Province of Bali, Indonesia as a participant. In each are of urban, suburb and rural schools consist of 15 students. The Indonesian version of students well being scale used to collect the data for pretest and post test assessment. Repeated Measure ANOVA conducted on the analysis of the data through the JASP program. The results of this study indicate; (1) Smart-Resilience programs are effective to improve student well-being in overall school areas, (2) there are differences in the effectiveness for students in urban, suburb and rural school areas, (3) the programs achieve a high acceptance and accessibility by students and the school counselor

scholarly journals An Investigation of the Handball Attitudes of Secondary School Students in Terms of Some Variables

2021 ◽  
Author(s):  
Zekai Çakir ◽  
Mehmet Ali Ceyhan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Positive Impact ◽  
Attitude Scale ◽  
T Test ◽  
School Students ◽  
Significant Difference ◽  
The Difference ◽  
The One ◽  
One Way Anova

The aim of this study is to examine the behaviours of secondary school students towards the branch of handball according to some variables. The group of study occurs of a total of 727 students, 424 male and 303 female, who were voluntarily participated in the research and educated in the 5th, 6th, 7th and 8th grades of secondary schools in Gaziosmanpaşa district of Istanbul province in the 2020-2021 academic year. “Handball Attitude Scale for Secondary School Students” developed by Görgüt and Güllü (2017) was used as a datum collection appliance in the study. Statistical analysis of the data has been done with SPSS 26 program, t-test and One Way Anova tests. According to the classes that the students have studied and the sports branches they are interested in; If it is one-way, the One Way Anova test has been used to define the resource of the difference in cases where the relationship between the variables has been significant, and in cases where the variances have been homogeneous, the LSD test, one of the PostHoc tests, has been used. In the research findings, in the LSD tests, it has been revealed that there has been no positive or negative significant difference in the handball branch according to the classes that the students studied, and it has used a positive impact on the handball branch according to the sports branches of interest. (p<0.05). With reference to the conclusions of the t-test performed by looking at the gender of the students, It was concluded that there had been a significant difference between their attitudes towards the branch of handball (p<0.05). However, there has been no significant difference in the attitudes of the students against the branch of handball according to the sports status of the students and the sports status of their parents. It has emerged that the interest of secondary school students and their families in sports does not affect the handball branch positively or negatively.

scholarly journals An Investigation of the Handball Attitudes of Secondary School Students in Terms of Some Variables

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Zekai Çakir ◽  
◽  
Mehmet Ali Ceyhan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Positive Impact ◽  
Attitude Scale ◽  
T Test ◽  
School Students ◽  
Significant Difference ◽  
The Difference ◽  
The One ◽  
One Way Anova

The aim of this study is to examine the behaviours of secondary school students towards the branch of handball according to some variables. The group of study occurs of a total of 727 students, 424 male and 303 female, who were voluntarily participated in the research and educated in the 5th, 6th, 7th and 8th grades of secondary schools in Gaziosmanpaşa district of Istanbul province in the 2020-2021 academic year. “Handball Attitude Scale for Secondary School Students” developed by Görgüt and Güllü (2017) was used as a datum collection appliance in the study. Statistical analysis of the data has been done with SPSS 26 program, t-test and One Way Anova tests. According to the classes that the students have studied and the sports branches they are interested in; If it is one-way, the One Way Anova test has been used to define the resource of the difference in cases where the relationship between the variables has been significant, and in cases where the variances have been homogeneous, the LSD test, one of the PostHoc tests, has been used. In the research findings, in the LSD tests, it has been revealed that there has been no positive or negative significant difference in the handball branch according to the classes that the students studied, and it has used a positive impact on the handball branch according to the sports branches of interest. (p<0.05). With reference to the conclusions of the t-test performed by looking at the gender of the students, It was concluded that there had been a significant difference between their attitudes towards the branch of handball (p<0.05). However, there has been no significant difference in the attitudes of the students against the branch of handball according to the sports status of the students and the sports status of their parents. It has emerged that the interest of secondary school students and their families in sports does not affect the handball branch positively or negatively.

scholarly journals Impact of Cornell Notes vs. REAP on EFL Secondary School Students’ Critical Reading Skills

2019 ◽  
Vol 12 (10) ◽  
pp. 60
Author(s):  
Samah Zakareya Ahmad
Keyword(s):  
Secondary School ◽  
Analysis Of Variance ◽  
Secondary School Students ◽  
Reading Skills ◽  
Control Group ◽  
Critical Reading ◽  
School Students ◽  
Before And After ◽  
The One ◽  
Experimental Group

This study compared the effect of two notetaking strategies (Cornell Notes vs. REAP) on EFL secondary school students’ critical reading skills. The Alternative Treatment Design with Pretest was used where three intact classes of first-year EFL secondary school students were randomly assigned as a control group and two experimental groups. All participants were administered to a critical reading skills test both before and after the treatment. For 12 weeks, participants in the control group received their regular instruction while those in the first experimental group used Cornell Notes and those in the second experimental group used REAP. Using one-way analysis of variance did not reveal any significant differences among the means of scores of the three groups on the pretest of critical reading skills (f=0.36, p>0.05). However, the one-way analysis of variance indicated that significant differences existed among the means of scores of the three groups on the posttest of critical reading skills (f=14.45, p

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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