scholarly journals Orientaciones para hacer variables las estrategias de adaptación en Educación Secundaria Obligatoria

2014 ◽  
Vol 11 (20) ◽  
pp. 229
Author(s):  
Mercedes García García
Keyword(s):  
Individual Differences ◽  
Secondary School ◽  
Adaptive Strategies ◽  
Educational Project ◽  
Education Theory ◽  
Administrative Leaders ◽  
Cooperative Team

RESUMENEste artículo defiende las situaciones en las que se debe abordar la adaptación educativa y justifica los elementos que hacen posible el desarrollo de un proyecto global de atención a la diversidad en la escuela. A partir de las teorías adaptativas y de las reflexiones surgidas tras la evaluación de las estrategias de adaptación implementadas en un centro de secundaria de la periferia de Madrid se plantea la necesidad de: un marco teórico, una cultura de atención a la diversidad, un trabajo cooperativo coordinado por el departamento de orientación y un apoyo de la administración educativa.ABSTRACTThis article tries to analyse the components that we must introduce in schools in order to plan and develop an educational project focused on teaching adapted to individual differences. The author formulates her own reflections on adaptive education theory and from the evaluation of adaptive strategies in a secondary school as: a theory, a culture of diversity, a cooperative team and support from administrative leaders.

Report of the Committee on Individual Differences

1933 ◽  
Vol 26 (6) ◽  
pp. 350-365
Author(s):  
Raleigh Schorling
Keyword(s):  
High School ◽  
Individual Differences ◽  
Secondary School ◽  
Leisure Time ◽  
General Purpose ◽  
North Central Association ◽  
North Central ◽  
The North ◽  
School Curricula

Orientation. In 1926 the Committe on the Reorganization of Secondary School Curricula, of the North Central Association, appointed a subcommittee for mathematics. The general purpose of this committee concerned the enrichment of high school curricula. The committee attempted to list the specific objectives under the headings health, leisure time, social, and vocational.

scholarly journals Adaptive number knowledge in secondary school students: Profiles and antecedents

2019 ◽  
Vol 5 (3) ◽  
pp. 283-300
Author(s):  
Jake McMullen ◽  
Kaisa Kanerva ◽  
Erno Lehtinen ◽  
Minna M. Hannula-Sormunen ◽  
Noona Kiuru
Keyword(s):  
Individual Differences ◽  
Secondary School ◽  
Primary School ◽  
Secondary School Students ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Primary School Students ◽  
School Students ◽  
Latent Profile ◽  
Number Knowledge

The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relations. Substantial and relevant qualitative differences in the strategies and expression of adaptive number knowledge have been found in primary school students still in the process of learning arithmetic. We present a study involving 879 seventh-grade students that examines the structure of individual differences in adaptive number knowledge with students who have completed one year of algebra instruction. Results of a latent profile analysis reveal a model that is similar than was previously found in primary school students. As well, arithmetic fluency and the development of arithmetic fluency are strong predictors of adaptive number knowledge latent profile membership. These results suggest that adaptive number knowledge may be characteristic of high-level performance extending into secondary school, even after formal instruction with arithmetic concludes.

Simple morphological spelling rules are not always used: Individual differences in children and adults

2017 ◽  
Vol 38 (5) ◽  
pp. 1071-1094 ◽  
Author(s):  
NENAGH KEMP ◽  
PAUL MITCHELL ◽  
PETER BRYANT
Keyword(s):  
Individual Differences ◽  
Secondary School ◽  
School Children ◽  
Tertiary Education ◽  
Primary School Children ◽  
Chance Performance ◽  
Third Person ◽  
Morphological Rule ◽  
English Spelling ◽  
Rules And Exceptions

ABSTRACTThe English spelling system has a variety of rules and exceptions, but both theoretical and empirical accounts have generally concluded that by about age 9 or 10, children master the morphological rule that regular plural nouns (e.g., socks) and third-person singular present verbs (e.g., lacks) are spelled with the inflectional ending –s. In three experiments, however, we found that when forced to rely exclusively on morphological cues, only a minority of primary school children, secondary school children, and even adults performed significantly above chance at choosing the appropriate spelling for novel words presented as inflected or uninflected nouns and verbs. Further, significantly above-chance performance was more common in adults who had attended school until age 18, compared to age 16. We conclude that many spellers, especially those who do not go on to tertiary education, never learn some simple morphological spelling rules, and instead rely on a store of individual word-specific spellings.

scholarly journals The Coexistence Plan at a Secondary School: Analysis Based on the Voices of Students and Teachers

2019 ◽  
Author(s):  
Gustavo González-Calvo ◽  
David Hortigüela-Alcalá ◽  
Alejandra Hernando-Garijo ◽  
Ángel Pérez-Pueyo
Keyword(s):  
Secondary School ◽  
Student Learning ◽  
Inclusive Education ◽  
Qualitative Methodology ◽  
Educational Practice ◽  
School Community ◽  
School Management ◽  
Social Setting ◽  
Educational Project ◽  
Education Culture

The main objective of this research is to analyse the Plan for Coexistence at a Spanish Secondary School and its implementation from the perspective of an inclusive model of school management. Beginning with a theoretical review of different national and international contributions centred on inclusive education and the improvement of school coexistence, we have chosen a qualitative methodology that will enable us to listen and to give a voice to the main members of the school community: students and teachers. We show how the Citizenship Plan follows an inclusive focus, enhancing the participation of the whole community in the different activities that it proposes and how these activities influence student learning. We therefore follow international patterns for inclusive education: culture, politics, and educational practice. As a result, an improvement in the participation of the school community improves the school atmosphere. This participation should be brought about in an efficient and active way, not only by informing, but also by actually taking part in the educational project of the students and in its social setting.

INDIVIDUALIZATION OF EDUCATION IN SECONDARY SCHOOL OF UKRAINE (XX CENTURY, SECOND HALF)

2018 ◽  
Author(s):  
Natalia Dichek
Keyword(s):  
Social Psychology ◽  
Individual Differences ◽  
Secondary School ◽  
Primary School ◽  
Educational Policy ◽  
Research Methods ◽  
Creative Thinking ◽  
Mental Activity ◽  
Psychological Service ◽  
Scientific Experiments

In the context of the introduction in the second half of the XXth century the process of the individualization of teaching in secondary school a little-studied aspect is revealed – the contribution to this process of Ukrainian psychologists. The main directions of their research, methods and results of scientific experiments in the field of pedagogical psychology, psychology of personality, social psychology aimed to individualizing education (studying memory, individual differences in mental activity, creativity of students, their interests and abilities, identifying and developing giftedness and creative thinking, introducing the differentiation in education in primary school, the organization of psychological service in secondary school) are outlined. The analysis of such kind of Ukrainian scientists’ studies testified the expansion in the early 1990s of the spectrum of their work in the direction of ensuring the realization of individual needs and interests of schoolchildren. It was proved the gradual formation during the 1980s of a basis for establishing the paradigm of a personality-oriented education, which became one of the most important directions of the educational policy of independent Ukraine.

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