scholarly journals INVESTIGATION OF THE PEDAGOGICAL PRACTICES LITERATURE TEACHERS USE FOR TEACHING MODERN GREEK LANGUAGE IN SENIOR HIGH SCHOOL: A SOCIOLOGICAL APPROACH

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Anna Asimaki ◽  
Nikolitsa Berdeni ◽  
Gerasimos Koustourakis ◽  
Archontoula Lagiou
Keyword(s):  
High School ◽  
Secondary Education ◽  
Structured Interview ◽  
Senior High School ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Greek Language ◽  
School Knowledge ◽  
Sociological Approach ◽  
Modern Greek

<p>The aim of this paper, which makes use of Basil Bernstein’s theoretical framework, is to take a sociological approach to the pedagogical practices that are implemented by literature teachers for teaching Modern Greek Language in the first year of Senior High School, which is a transitional year in the second tier of Greek secondary education. We also aim to investigate the corrective ‘strategies’ that these teachers adopt in order to contribute to their pupils’ successful acquisition of school knowledge related to the Language lesson. The research was carried out using the tools of structured observation and semi-structured interview with a sample of 14 literature teachers, who were working in Greek secondary education. The most significant research findings revealed that the pedagogical practices that were implemented by the teachers in the sample are linked to the implementation of explicit regulative and instructional rules that originate in a visible pedagogical practice. What’s more, ‘corrective’ strategies were implemented with the pupils who weren’t able to satisfy the sequencing and pacing rules of the transmitted knowledge. It also emerged that an important site for the completion of the acquisition of transmitted school knowledge is related to the field of ‘shadow’ education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0688/a.php" alt="Hit counter" /></p>

scholarly journals THE CHEMISTRY TEACHING AND THE HIGH SCHOOL STUDENT: A CASE STUDY IN THE STATE BASIC EDUCATION OF ESTEIO CITY, BRAZIL.

2019 ◽  
Vol 16 (33) ◽  
pp. 118-129
Author(s):  
V. de A. FRANCO ◽  
E. BEDIN
Keyword(s):  
High School ◽  
Basic Education ◽  
Second Graders ◽  
Third Graders ◽  
Pedagogical Practices ◽  
Exploratory Research ◽  
Pedagogical Practice ◽  
Chemistry Teaching ◽  
Teaching Process

It is the constant object of discussion and reflection in the academic environment the students' difficulties in understanding the contents and concepts of the chemistry discipline in basic education and the pedagogical practice itself develop in a contextualized way. Considering this premise, this study aimed to investigate and understand the factors that hinder the teaching process of Chemistry in the 2nd and 3rd years of high school of a state public school in Esteio / RS, emphasize the methodology adopted by the teacher the active participation of students in the classroom and their relation with chemistry teaching. For this exploratory research, a qualitative and quantitative field study was conducted through on-site observation of 15 hours/class and subsequent application of a questionnaire to students. The data, interpreted and reflected based on the observation and authors of the area, were exposed through percentage charts, considering the total of respondents (15 students in the second graders and 8 students in the third graders in high school). At the end, the results of the analysis of the answers given by the students reveal aspects that indicate that there is a great nonconformity in the teaching process of this subject and an inconsistency in the pedagogical saying and doing, corroborating the current educational system, which is not consistent with an expressive learning in chemistry teaching, deserving a deep reflection. Therefore, the new teaching methodologies, as well as philosophical and epistemological theories, emerged in recent decades, still failed to bring about changes in the old pedagogical practices.

scholarly journals Investigating Indonesian Senior High School Students’ Implementation of Self-Regulated Learning towards the English Subject

2020 ◽  
Vol 4 (4) ◽  
pp. 483-498
Author(s):  
Indira Lusianingtyas Siswanto ◽  
Concilianus Laos Mbato
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Structured Interview ◽  
Senior High School ◽  
English Teacher ◽  
Convenience Sample ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Subject

English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency.  The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia.  It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study.  Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback.  From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently.  Keywords:  English learning strategies, self-regulated learning, autonomous learning, English subject

scholarly journals Embeddings or disembeddings? A discussion about Physical education and proposals for high school

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Roseli Belmonte Machado ◽  
Denise Grosso Da Fonseca ◽  
Natacha da Silva Tavares
Keyword(s):  
High School ◽  
Secondary Education ◽  
Physical Education ◽  
Basic Education ◽  
Educational Policies ◽  
Physical Education Teachers ◽  
Teaching Model ◽  
Pedagogical Practice ◽  
Last Stage ◽  
The Relationship

In addition to discussing Physical Education and its curricula from the advent of recent educational policies, this article also proposes to move an important debate on the last stage of Basic Education, High School. This article presents analyses developed from the research that aimed to reflect on the inclusion of Physical Education in the Languages Area, discussing the relationship between the curricular proposals for Basic Education and the pedagogical practice of Physical Education teachers in High School. The methodology was based on Foucault’s studies. We intend to show that projects for training and formatting individuals have been placed in society and the current Brazilian reality, especially in the case of secondary education. We understand that these training projects are transposed with other discourses in order to gain the empathy and compliance of the population, which had long been questioning the organization and the teaching model. However, this is in fact a setback because, instead of reformulating methodologies and allowing knowledge to make sense for students, it causes them to remove from their formation that which does not seem interesting or useful to them, and, if in the future these individuals identify those gaps, they will be solely responsible for solving them.

scholarly journals Perkembangan Tingkat Pengembalian Investasi Pendidikan Menengah di Indonesia Tahun 2015 dan 2018

2020 ◽  
Vol 20 (2) ◽  
pp. 231-252
Author(s):  
Nuelda Amalia ◽  
Lilik Sugiharti
Keyword(s):  
High School ◽  
Secondary Education ◽  
Labor Force ◽  
Senior High School ◽  
Vocational School ◽  
Vocational High School ◽  
Labor Force Survey

This research aims to estimate returns to secondary education in Indonesia, especially senior and vocational high school, and its development in 2015 and 2018. Data from Indonesia National Labor Force Survey (NFLS) 2015 and 2018 are used here. Returns are estimated using Two-Step Heckman Method. The results are, in 2015, returns to senior high school (9,32%) are higher than vocational high school (8,89%). However, in 2018, returns to vocational high school (9,53%) are higher than senior high school (9,41%). This shift is caused by the increasing number of vocational school graduates absorbed in workforce and increasing income of vocational school workforce. -------------------------------- Penelitian ini bertujuan untuk mengetahui perkembangan tingkat pengembalian investasi pendidikan menengah di Indonesia, khususnya jenjang SMA dan SMK, serta perkembangannya pada tahun 2015 dan 2018. Data yang digunakan adalah Data Survei Angkatan Kerja Nasional (Sakernas) Indonesia tahun 2015 dan 2018. Estimasi tingkat pengembalian investasi pendidikan dilakukan dengan Metode Two-Step Heckman. Hasilnya, pada tahun 2015, tingkat pengembalian investasi pendidikan SMA (9,32%) lebih tinggi daripada SMK (8,89%). Namun pada tahun 2018, tingkat pengembalian investasi pendidikan SMK (9,53%) lebih tinggi daripada SMA (9,41%). Pergeseran ini disebabkan oleh semakin banyaknya lulusan SMK yang terserap di lapangan kerja serta meningkatnya penghasilan tenaga kerja lulusan SMK.

scholarly journals El Sentido de la Escolaridad Obligatoria como Transición o como Fin

2017 ◽  
Vol 21 (4) ◽  
pp. 75-94
Author(s):  
Míriam Abiétar López ◽  
Almudena A. Navas Saurin
Keyword(s):  
At Risk ◽  
Secondary Education ◽  
Social Practice ◽  
Pedagogical Practices ◽  
Vocational Education And Training ◽  
First Year ◽  
Pedagogical Practice ◽  
Theoretical Concepts ◽  
Educational Law ◽  
El Sistema

Resumen:Una de las principales dificultades de nuestro sistema educativo en el actual momento sociohistórico estriba en que parte de la población no acaba satisfactoriamente la etapa obligatoria al no titular a la edad prevista. En este artículo abordamos esta problemática desde las limitaciones que impone el sistema al considerar la escolarización obligatoria como una etapa de transición y no como un fin en sí misma. En este sentido, asumimos que no es posible desligar lo que sucede en la etapa obligatoria de las posibilidades a las que da acceso, puesto que la posición social adquirida mediante lo laboral queda en relación con los resultados obtenidos en el itinerario educativo. Abordamos estas limitaciones teniendo en cuenta que la agencia de los sujetos se ve condicionada por el momento estructural que viven y por las propias características de la práctica pedagógica entendida como práctica social. Específicamente, analizamos la Formación Profesional de base como un dispositivo de diversificación curricular dirigido al alumnado en riesgo de no titular y por tanto, en riesgo de iniciar una carrera profesional vulnerable. Para enmarcar este análisis, ofrecemos un repertorio ordenado de conceptos teóricos que permiten abordar dichas limitaciones desde la pedagogía y la sociología. Presentamos los resultados obtenidos en una investigación sobre prácticas pedagógicas realizada en centros de la ciudad de Valencia que impartían este nivel en su primer año de implantación en el marco de la actual ley educativa. Finalizamos con una propuesta a modo de debate sobre la necesidad de titular en la etapa obligatoria. Abstract:One of the main difficulties of our educational system in the current sociohistorical moment derives from the fact that part of the population does not successfully finish the compulsory stage because they do not get the Secondary Education Certificate by the expected age. In this article, we address this problem from the constraints imposed by the system when considering compulsory schooling as a transitional stage and not as an end in itself. In this sense, we assume that it is not possible to separate what happens in the compulsory stage from the possibilities to which it gives access, since the social position acquired through labour is related to the results obtained from the educational itinerary. We approach these limitations taking into account that the agency of the subjects is conditioned by the structural moment in which they are living and by the characteristics of the pedagogical practice, understood as social practice. Specifically, we analyse basic Vocational Education and Training as a curricular diversification device aimed at students at risk of not obtaining the Secondary Education Certificate, and therefore at risk of starting a vulnerable labour career. To frame this analysis, we offer an organised repertoire of theoretical concepts that allows us to address these limitations from pedagogy and sociology. We present the results obtained in a research project on pedagogical practices carried out in schools of the city of Valencia that taught this educational level in its first year of implementation within the framework of the current educational law. We finish with a proposal for discussion on the need for a certificate in the compulsory stage.

scholarly journals BIBLICAL INTEGRATION IN A MATHEMATICS CLASSROOM: QUALITATIVE RESEARCH IN A SENIOR HIGH SCHOOL

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Tabita Gabriela Kristiana ◽  
Yonathan Winardi ◽  
Dylmoon Hidayat
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Data Collection ◽  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Structured Interview ◽  
Senior High School ◽  
Research Subjects ◽  
Christian Students ◽  
Bahasa Indonesia

<p>This article discusses to what extent mathematics teachers do Biblical integration in their class, explores the challenges that mathematics teachers face when they do or want to do Biblical integration, and explores the school’s expectation of Biblical integration for mathematics teachers with more clarity and intentionality. Research was conducted from September until October 2016. The research subjects were the curriculum coordinator, head of the Department of Mathematics, seven mathematics teachers, and 362 senior high students. The data collection techniques that were used were a semi-structured interview, and a questionnaire. The results of the research showed that the school’s expectation is that teachers should be able show how mathematics is capable of expressing truths about God’s work, God’s beauty, and God’s regularity because God created mathematics. All of the mathematics teachers modeled Biblical qualities. The challenges and obstacles that mathematics teachers were confronted with was that they had little time to find Biblical integration material, they did not have enough understanding, they had difficulty doing Biblical integration from the material, and the teachers were afraid that their explanations about Biblical integration would sound forced to students, especially non-Christian students.<em></em></p><p class="abstrak"><strong>ABSTRAK BAHASA INDONESIA:  </strong>Artikel ini membahas sejauh mana guru matematika melakukan integrasi Alkitabiah di kelasnya, tantangan dan hambatan yang dihadapi oleh guru matematika saat mereka melakukan atau ingin melakukan integrasi Alkitabiah, dan untuk mencari tahu ekspetasi sekolah tentang integrasi Alkitabiah untuk guru matematika dengan lebih jelas dan mempunyai maksud. Penelitian ini dilakukan dari September sampai Oktober 2016. Subjek penelitian adalah kordinator kurikulum, kepala departemen matematika, tujuh guru matematika, dan 362 siswa sekolah menengah atas. Teknik pengumpulan data yang digunakan yaitu wawancara terencana-tidak terstruktur dan kuisioner. Hasil dari penelitian menunjukkan bahwa ekspetasi sekolah adalah bagaimana matematika mampu menjadi tempat untuk mengantarkan siswa mengenal kebenaran seperti pekerjaan Tuhan, keindahan Tuhan, keteraturan Tuhan karena Tuhan menciptakan matematika. Kemudian, semua guru matematika menjadi contoh kualitas Alkitabiah. Hambatan dan tantangan yang dihadapi guru matematika adalah kekurangan waktu untuk menemukan integrasi Alkitabiah dari materi, mereka juga tidak mempunyai pemahaman yang cukup, mereka merasa kesulitan dalam melakukan integrasi Alkitabiah, dan guru merasa takut jika penjelasannya tentang integrasi Alkitabiah terdengar memaksa bagi siswa, terkhusus siswa yang beragama lain.</p>

scholarly journals An Inquiry into the Managerial Competencies of Islamic Senior High School of Nurul Islam Principal at Mataram, West Nusa Tenggara

2021 ◽  
Vol 3 (2) ◽  
pp. 74
Author(s):  
Zobi Mazhabi ◽  
Muhammad Yunus ◽  
Abdul Hamid Aly ◽  
Yoyok Amirudin
Keyword(s):  
High School ◽  
Leadership Style ◽  
Key Management ◽  
Teaching And Learning ◽  
Data Interpretation ◽  
Structured Interview ◽  
Senior High School ◽  
Management Competencies ◽  
Learning Program ◽  
Analysis Technique

This study aimed at investigating the key management competencies of Islamic Senior High School Nurul Islam West Nusa Tenggara, how the managerial competence of Nurul Islam principal in term of planning, organizing, leading, and controlling also the teacher conception regarding to the issues. In doing so, the study applied qualitative design of case study model. The data gathered through semi-structured interview by involving the principal and one teacher. The zoom meeting platform was utilized to interview the targeted principals. The data were interpreted by applying inductive content analysis technique. Align with the result of data interpretation, having clear and measurable vision and mision, having good teaching and learning program, having criteria for efective learning environtment, involving four frame of leadership style, excuting good administration management process and control are the array of aspects that should be considered by a principle in conducting management in Islamic Senior High School of Nurul Islam.            

The Lived Experiences of a Pregnant Senior High School Student

2018 ◽  
Vol 5 (6) ◽  
pp. 10-17
Author(s):  
Joselito Pinlac Alipio
Keyword(s):  
High School ◽  
Phase I ◽  
High School Student ◽  
Lived Experiences ◽  
Structured Interview ◽  
Senior High School ◽  
Senior High School Student ◽  
The Rich

Using a semi-structured interview, the study discovered the rich experiences of the informant regarding her illicit affair with her police boyfriend who is married with three children. The results revealed that the informant concealed her fear to people around her with regard to her illegal relationship and unexpected pregnancy. Her innocence was exploited and her emotions were played by those people around her. Now, she is slowly healing after this challenging phase I her life.

Sign in / Sign up

Export Citation Format

Share Document