scholarly journals Relationship between School-Based Variables and the Achievement Level in Secondary Schools in Ekiti State

2015 ◽  
Vol 5 (3) ◽  
Author(s):  
Foluso Florence Adeleke
Keyword(s):  
Secondary Schools ◽  
Achievement Level ◽  
School Based

scholarly journals Social Justice Across The English Curriculum In Indonesian Secondary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Sugiono Sugiono
Keyword(s):  
Social Justice ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Relevant Literature ◽  
Knowledge And Skills ◽  
English Curriculum ◽  
Classroom Activities ◽  
School Based ◽  
Curriculum Framework ◽  
Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just.  This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature.  The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

scholarly journals The Practice of School-Based Management in Ondo State Public Secondary Schools: Implication of School Location

2019 ◽  
Vol 4 (2) ◽  
pp. 88-93
Author(s):  
Olaseni Vivian Morenike
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Urban Area ◽  
Rural Area ◽  
School Location ◽  
School Based ◽  
Rural And Urban ◽  
Significant Difference ◽  
Ondo State ◽  
School Based Management

The practice of School-Based Management (SBM) has been widely liked to variety of wide positives in schools and increasingly acceptable in major developed and developing nations, however, the disposition and acceptance of the SMB policy remained unclear in Ondo State, Nigeria. In Nigeria, there is paucity of literature addressing the role of school location in the practice of SBM policy. This study, therefore examined the practicality of SBM in public secondary schools in Ondo State and the implication of school location. Descriptive survey design was adopted by the study. Key players from sixty (60) public secondary schools in Ondo State participated in the current study using purposive sampling techniques. In determine the efficiencies and effectiveness of School-Based Management Committees, participant were opened to Effective School-Based Management Index (E-SBM-INDEX). The instrument reported a strong overall Cronbach alpha of 0.97, while the subscales factors entails, power decentralization (α =.92); facilities obligation (α =.73); monitoring and evaluation (α =.65); recruitment and retrenchment (α =.85); and financial obligation (α =.71). Information on socio-demographic factors and geographical location of schools were also obtained from the participants. Descriptive analysis and T-Test of independent sample were used to analyze data and accepted at P < 0.05. Respondents’ mean age was 49.5±11.5 years. It was revealed that 35% of the public schools engaged practice effective SBM in Ondo State, while 65% of public schools engaged were practicing ineffective SBM. Furthermore, It was revealed that there was significant difference in the practice of SBM in rural and urban public secondary schools in Ondo State (T (58) = 26.60; P < 0.01), such that, public secondary schools located in the rural area ( = 75.20, SD = 1.80) practice effective SBM’s policy than counterparts located in the urban area ( = 34.97, SD = 02.67). Majorly the practice of SBM in public secondary school remained ineffective in Ondo State. The practice of SBM in rural and urban public secondary schools in Ondo State is significantly different. Public secondary schools located in the rural area of Ondo State practice effectively SBM’s policy than public secondary schools located in the urban area of Ondo State. It is recommended that the government should be pro-active in creating an enabling environment in terms of policy upon which SBM can be practice effectively and efficiently.

scholarly journals Perceptions of eating practices and physical activity among Malaysian adolescents in secondary schools: a qualitative study with multi-stakeholders

2020 ◽  
pp. 1-13 ◽  
Author(s):  
Shooka Mohammadi ◽  
Tin Tin Su ◽  
Angeliki Papadaki ◽  
Muhammad Yazid Jalaludin ◽  
Maznah Dahlui ◽  
...  
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
Secondary Schools ◽  
Focus Groups ◽  
Healthy Eating ◽  
Rural Schools ◽  
School Based ◽  
Adolescent Participation ◽  
Depth Interviews ◽  
Malaysian Adolescents

Abstract Objective: To conduct formative research using qualitative methods among stakeholders of secondary schools to explore their perceptions, barriers and facilitators related to healthy eating and physical activity (PA) among Malaysian adolescents. Design: A qualitative study involving eight focus groups and twelve in-depth interviews. Focus groups and interviews were recorded and transcribed verbatim. An inductive thematic analysis approach was used to analyse the data. Setting: Four secondary schools in Perak and Selangor states (two urban and two rural schools) in Malaysia. Participants: Focus groups were conducted with seventy-six adolescents aged 13–14 years, and in-depth interviews were conducted with four headmasters, four PA education teachers and four food canteen operators. Results: Stakeholders thought that adolescents’ misperceptions, limited availability of healthy options, unhealthy food preferences and affordability were important challenges preventing healthy eating at school. Low-quality physical education (PE) classes, limited adolescent participation and teachers’ commitment during lessons were perceived as barriers to adolescents being active at school. Affordability was the main challenge for adolescents from rural schools. Stakeholders perceived that a future school-based intervention should improve the availability and subsidies for healthy foods, provide health education/training for both adolescents and PE teachers, enhance active adolescent participation in PE and develop social support mechanisms to facilitate engagement with PA. Conclusions: These findings provide important insights into developing school-based lifestyle interventions to improve healthy eating and strengthening PA of Malaysian adolescents.

scholarly journals Promoting mental health and wellbeing in schools: examining Mindfulness, Relaxation and Strategies for Safety and Wellbeing in English primary and secondary schools: study protocol for a multi-school, cluster randomised controlled trial (INSPIRE)

Trials ◽  
2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Daniel Hayes ◽  
Anna Moore ◽  
Emily Stapley ◽  
Neil Humphrey ◽  
Rosie Mansfield ◽  
...  
Keyword(s):  
Mental Health ◽  
Cost Effectiveness ◽  
Randomised Controlled Trial ◽  
Secondary Schools ◽  
Controlled Trial ◽  
Cluster Randomised Controlled Trial ◽  
Implementation Evaluation ◽  
School Based ◽  
Cluster Randomised ◽  
Randomised Controlled

Abstract Background There are increasing rates of internalising difficulties, particularly anxiety and depression, being reported in children and young people in England. School-based, universal prevention programmes are thought to be one way of helping tackle such difficulties. This protocol describes a four-arm cluster randomised controlled trial, investigating the effectiveness of three different interventions when compared to usual provision, in English primary and secondary pupils. The primary outcome for Mindfulness and Relaxation interventions is a measure of internalising difficulties, while Strategies for Safety and Wellbeing will be examined in relation to intended help-seeking. In addition to the effectiveness analysis, a process and implementation evaluation and a cost-effectiveness evaluation will be undertaken. Methods and analysis Overall, 160 primary schools and 64 secondary schools will be recruited across England. This corresponds to 17,600 participants. Measures will be collected online at baseline, 3–6 months later, and 9–12 months after the commencement of the intervention. An economic evaluation will assess the cost-effectiveness of the interventions. Moreover, a process and implementation evaluation (including a qualitative research component) will explore several aspects of implementation (fidelity, quality, dosage, reach, participant responsiveness, adaptations), social validity (acceptability, appropriateness and feasibility), and their moderating effects on the outcomes of interest, and perceived impact. Discussion This trial aims to address important questions about whether schools’ practices around the promotion of mental wellbeing and the prevention of mental health problems can: (1) be formalised into feasible and effective models of school-based support and (2) whether these practices and their effects can be sustained over time. Given the focus of these interventions on mirroring popular practice in schools and on prioritising approaches that present low-burden, high-acceptability to schools, if proved effective, and cost-effective, the findings will indicate models that are not only empirically tested but also offer high potential for widespread use and, therefore, potentially widespread benefits beyond the life of the trial. Trial registration ISRCTN16386254. Registered on 30 August 2018.

Youth-Based Gender, Sexuality, and Race Equity Work in Secondary Schools

2020 ◽  
Author(s):  
Megan S. Paceley
Keyword(s):  
United States ◽  
Secondary Schools ◽  
Social Workers ◽  
Direct Action ◽  
The United States ◽  
Gender And Sexuality ◽  
Research Education ◽  
School Based ◽  
History Of ◽  
Rich History

Youth have a rich history of engaging in activism and organizing within schools to promote equity based on gender, sexuality, and race. Youth equity work in secondary schools includes myriad activities: developing student-led clubs, such as gay-straight alliances (GSAs, also known as gender and sexuality alliances); advocating for inclusive policies, practices, and curriculum; engaging in direct action, such as protests; and developing individual and shared critical consciousness. Situated in the United States, Canada, and other countries, GSAs are a common way that youth have organized to promote equity and justice for youth with marginalized sexualities and genders; they have, however, been critiqued for their lack of inclusion of racially or ethnically marginalized students or attention to intersecting forms of oppression. Opportunities exist within research, education, and practice to understand and address the heterogeneity and intersectionality of GSA groups and members, examine and understand other forms of school-based activism from an intersectional perspective, and recognize and examine school-based equity work within the broader cultural, social, and political contexts that involve families and communities. Youth, teachers, and social workers engaged in equity work in schools must attend to intersectionality and center the needs of the most marginalized within their work.

Smoothing The Transition To Skilled Employment: School-Based Vocational Guidance in Britain and Continental Europe

1994 ◽  
Vol 150 ◽  
pp. 73-89 ◽  
Author(s):  
Valerie Jarvis
Keyword(s):  
The Netherlands ◽  
Secondary Schools ◽  
Vocational Guidance ◽  
European Countries ◽  
Classroom Observations ◽  
Social Education ◽  
Specific Information ◽  
Successful Transition ◽  
School Based ◽  
The World

This article compares how vocational guidance is provided in schools in Britain and three Continental European countries. The comparisons are based on classroom observations and interviews with teachers in some two dozen secondary schools in Germany, Switzerland, the Netherlands, together with a similar number in Britain. Careers guidance on the Continent begins earlier, is taught by careers specialists in separate lessons devoted to the topic, and is geared specifically to providing youngsters with detailed information on the content and requirements for particular types of work. The lack of focus on occupationally-specific information in ‘careers guidance’ in British schools, particularly in the now-widespread ‘Personal and Social Education’ (PSE) courses, leaves many British youngsters at a distinct disadvantage in making a successful transition to the world of work. The article suggests a number of relatively simple measures which could significantly improve careers education in British schools.

scholarly journals SELECTED SCHOOL BASED FACTORS’ INFLUENCE ON VALUE ADDITION IN SECONDARY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO SOUTH SUB-COUNY, HOMABAY COUNTY, KENYA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Phelix Almand Amoke ◽  
James Ochieng Sika
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
School Improvement ◽  
Secondary Schools ◽  
School Effectiveness ◽  
Primary Data ◽  
Value Addition ◽  
Basic Model ◽  
School Based ◽  
Significant Relationships

<p>Educational accountability has mainly focused on final academic performance in judging schools’ effectiveness without regard to where the students started. Judging schools' effectiveness solely based on final academic performance is unfair to school systems. Hence, the need to determine value addition in secondary education taking into consideration KCPE scores as intake abilities and KCSE scores as exit abilities. Moreover, public secondary schools in Rachuonyo South Sub-County recorded the highest negative academic progresses, -3.262 and -3.745, in the secondary education of 2013 and 2014 cohorts in Homa Bay County. However, the cause of the negative academic progresses is unknown. Hence, there is need to examine selected school-based factors’ influence on value addition in the secondary education of the two cohorts. The objectives of the study are to examine performance appraisal’s influence on value addition in secondary education; to examine continuous assessments’ influence on value addition in secondary education and to examine classroom push and pull factors’ influence on value addition in secondary education. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The sample of the study comprised 49 Deputy Principals, 49 Directors of Studies and 780 students randomly sampled. Primary data were collected using questionnaires. Findings revealed that TPAD (β=0.386, p=0.029) and CPP (β=0.364, p=0.034) have positive significant relationships with value addition, while CATs have insignificant relationship with value addition (β1=0.277, p=0.104) for 2013 cohort. For 2014 cohort, TPAD (β=0.633, p=0.000) and CATs (β=0.356, p=0.02) have positive significant relationships with value addition, while CPP has insignificant relationship with value addition (β=0.22, p=0.136). Moreover, findings revealed that school-based factors contributed to 19% and 38% variance in academic achievements of the 2013 and 2014 cohorts respectively. The findings of the study may be used as a tool for school improvement, checking school progress and accountability, informing policymaking, reporting to parents and the community about school.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>

scholarly journals Perception of Teachers on School-Based Factors Influencing Absenteeism of Students in Public Secondary Schools in Central Senatorial District of Ondo State, Nigeria

2020 ◽  
pp. 46-55
Author(s):  
Ige Akindele Matthew
Keyword(s):  
Secondary Schools ◽  
School Environment ◽  
Survey Design ◽  
School Curriculum ◽  
Instructional Materials ◽  
Full Time ◽  
Chi Square ◽  
School Based ◽  
Factors Influencing ◽  
Ondo State

The study investigated the perception of teachers on school-based factors influencing absenteeism of students in Public Secondary Schools in Central Senatorial District of Ondo State, Nigeria. It adopted descriptive-survey design, raised 3 questions and formulated 2 hypotheses to achieve this feat. Data were collected from 150 government appointed and full time teachers, drawn from 15 Public Secondary Schools in the District. Instrument used was a questionnaire, validated and tested for reliability (α=0.82). Data were analyzed using Statistical Package for Social Sciences while hypotheses were tested using chi-square statistic at 0.05 level of significance. The study found among others that a lot of school-based factors influenced absenteeism in schools, such as unattractive school environment, lack of recreational facilities; discouraging school curriculum; as well as recommend measures, such as the provision of instructional materials and facilities for schools; the need for private sector assistance in the provision of instructional materials and facilities; seeking assistance from wealthy individuals, corporate organizations, Old Students, Non-Governmental Organizations, by school administrators, among others, to combat this menace in schools.

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