scholarly journals Listening like a historian? A framework of ‘oral historical thinking’ for engaging with audiovisual sources in secondary school education

2021 ◽  
Vol 8 (1) ◽  
pp. 120-138
Author(s):  
Bridget Martin ◽  
Tim Huijgen ◽  
Barbara Henkes ◽  
◽  
Keyword(s):  
Secondary School ◽  
Oral History ◽  
Secondary Students ◽  
History Education ◽  
Historical Thinking ◽  
School Education ◽  
Classroom Teaching ◽  
Secondary School Education ◽  
The World ◽  
Ways Of Thinking

History education in many parts of the world is increasingly integrating the practices and sources of oral history. This rapprochement between the field of history education and the field of oral history presents an opportunity to allow students to engage with and develop the particular ways of thinking used by oral history practitioners and theorists. This study investigates how ‘oral historical thinking’ might be captured in a framework designed for educators, much like the various existing models of historical thinking, to support secondary students to analyse and interpret audiovisual interview sources in a way that emulates experts in the field. The study presents a prototypical ‘oral historical thinking framework’ and explores its possible applications to classroom teaching.

The Fourth U.S.A. Mathematics Olympiad

1976 ◽  
Vol 69 (1) ◽  
pp. 28-32
Author(s):  
Samuel L. Greitzer
Keyword(s):  
Secondary School ◽  
School Education ◽  
Mathematics Students ◽  
School Officials ◽  
Secondary School Education ◽  
The World

The U.S.A. Mathematical Olympiad, now in its fourth year, has, to judge from the correspondence we have received, attained an enviable position in the world of secondary school education. Recommendations from school officials on behalf of superior mathematics students increased markedly this year. Participation is by invitation only.

scholarly journals School Teacher’s Perceptions about Equity Challenges and Features in Secondary School Education

2018 ◽  
pp. 63-81
Author(s):  
Tahira Roohi ◽  
Pervez Aslam Shami
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Teachers ◽  
Two Dimensions ◽  
School Education ◽  
Survey Method ◽  
School Teachers ◽  
Khyber Pakhtunkhwa ◽  
Elementary And Secondary Education ◽  
Secondary School Education

This study was conducted to investigate the vision and surveillance of secondary school teachers regarding features and challenges that hinder equity in secondary school education. The study aims to explore effects of two dimensions of equity i.e. fair and inclusive at secondary school education in Khyber Pakhtunkhwa. The descriptive survey method was utilized in this study. The researcher – made instruments consisted of open-ended questions were administered to the 100 secondary school teachers of four districts i.e. Hangu, Karak, Peshawar and Haripur of Khyber Pakhtunkhwa. The study illustrate that the teachers preview the stipulation of fair and inclusive education system and design, resources, and curriculum are very crucial aspects that hinder the equity in secondary school education. To some extent, the features regarding secondary school teacher’s lesson planning, and students’ reward and punishment are encumbering the equity in education. Most of the teachers consider that Khyber Pakhtunkhwa Elementary and Secondary Education Department (KPESE) have a chief role in the provision of an equitable secondary school education. On the basis of finding the conclusion was drawn and possible recommendations were suggested.

Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills

2019 ◽  
pp. 99-116
Author(s):  
Dorothy Businge Kabugo Kakongoro
Keyword(s):  
Secondary School ◽  
Learning Theory ◽  
Group Discussion ◽  
Higher Order ◽  
School Education ◽  
Problem Solving Skills ◽  
Stimulus Response ◽  
Secondary School Education ◽  
Effective Use ◽  
Delivery Approach

This chapter analyses the extent to which the teacher-centred delivery approach has influenced the quality of learning in private secondary school education in Uganda. Theories applied are: The Stimulus-Response (S-R) Learning theory, the Social Learning theory and the Transmission model. A Self-administered questionnaire, Focus Group discussion and interview guides were used to collect data. Discussion of the chapter centered on how the teacher's roles inside the classroom result into attainment of problem solving skills, interpersonal skills and preparing the learner for occupation. Findings showed that, to equip learners with higher order skills, teachers demonstrated all the five roles. However, effective use of this approach was encumbered by a number of limitations that recommendations are provided. Key among these is incorporating a number of activities to inter-marry the philosophies of the teacher-centred and the student-centred approaches in secondary school education.

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