The Need for Reorientation of Mathematics in the Secondary School

1935 ◽  
Vol 28 (3) ◽  
pp. 145-153
Author(s):  
P. W. Hutson
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Educational Practice ◽  
Educational Theory ◽  
The Subject

Any general shift in educational theory necessitates a general readjustment of educational practice. That is axiomatic. If our canvass of the need for reorientation of mathematics suggests the abandonment of long-cherished conceptions of value or method and the acceptance of unfamiliar goals and means of attaining them there may be some comfort in the realization that the specialists in other fields of learning are facing similar problems of adjustment. It is my conviction that all the subject fields of secondary education can be considered from the angle of the topic of this afternoon's discussion quite as profitably as mathematics.

scholarly journals PEDAGOGICAL CLASSES AS SOCIO-CULTURAL AND SOCIO-ECONOMIC PHENOMENON IN HISTORICAL PERSPECTIVE

2020 ◽  
pp. 235-240
Author(s):  
Олег Геннадиевич Якимов
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Training ◽  
Historical Perspective ◽  
Educational Practice ◽  
Economic Phenomenon ◽  
Modern System ◽  
History Of ◽  
The Subject ◽  
Oriented System

В статье рассматривается проблема функционирования педагогических классов в современной образовательной практике сквозь призму перспективы и исторической ретроспективы, т. е. в контексте истории развития педагогического образования в России. Цель исследования - научное обоснование педагогических классов как социокультурного и социально-экономического феноменов на основе рассмотрения их в историческом аспекте. Для реализации данной цели автором проводится анализ истории российской практики создания педагогических классов как прообраза современной системы предпрофессиональной подготовки педагогических кадров в системе среднего образования, выявляются социокультурные доминанты и социально-экономические предпосылки организации педагогических классов. Определены этапы становления системы педагогических классов в России. Дана сущностная характеристика педагогических классов, обозначены целевые ориентиры их создания и функционирования в системе профильного обучения в общеобразовательной школе, критериальные особенности, что позволяет рассматривать их как социокультурный и социально-экономический феномен. The article examines the problem of functioning of pedagogical classes in modern educational practice through in historical perspective in the context of the history of the development of pedagogical education in Russia. The author aims to scientifically justify pedagogical classes as socio-cultural and socio-economic phenomena in historical perspective. To achieve this goal, the author analyzes the history of the Russian practice of creating pedagogical classes, as a prototype of the modern system of pre-professional training of teachers in secondary education; reveals the socio-cultural dominants and socio-economic prerequisites of the organization of pedagogical classes; identifies the stages of formation of the system of pedagogical classes in Russia; provides the essential characteristics of the pedagogical classes, the targets of their creation and functioning in the subject-oriented system in the secondary school, which allows to consider them as socio-cultural and socio-economic phenomenon.

scholarly journals Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills

2021 ◽  
Vol 11 (9) ◽  
pp. 475
Author(s):  
María Diez Ojeda ◽  
Miguel Ángel Queiruga-Dios ◽  
Noelia Velasco-Pérez ◽  
Emilia López-Iñesta ◽  
José Benito Vázquez-Dorrío
Keyword(s):  
Secondary Education ◽  
21St Century ◽  
Real World ◽  
21St Century Skills ◽  
Educational Practice ◽  
Pilot Test ◽  
Industrial Chemistry ◽  
Education Systems ◽  
The Real ◽  
The Subject

At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The four selected topics have practical aspects, as they are related to industrial chemistry, and are proposed in educational practice using the 5E model. The results obtained in a pilot test with 22 students show that the context created facilitates the development of 21st century competences. It is understood that this novel proposal can be successfully employed in other contexts.

scholarly journals PROBLEMS OF IMPLEMENTING CRITERIAL ASSESSMENT IN THE PRACTICE OF A SECONDARY SCHOOL IN THE ASPECT OF TEACHING MATH

2021 ◽  
pp. 90-104
Author(s):  
I. B. Shmigirilova ◽  
A. S. Rvanova ◽  
A. A. Tadzhigitov
Keyword(s):  
Secondary School ◽  
Educational Practice ◽  
Subject Area ◽  
Assessment System ◽  
Assessment Tools ◽  
Teaching Mathematics ◽  
Not Given ◽  
Teaching Aids ◽  
Potential Benefits ◽  
The Subject

The study presented in the article analyzes and summarizes world experience on the problem of implementing criteria-based assessment in education; the system of risks of using criteria-based assessment in educational practice is revealed; the analysis of methodological recommendations and teaching aids used by teachers of Kazakhstan in organizing the assessment of educational results of schoolchildren was carried out; a focus group survey was conducted to identify problematic aspects of educational assessment in teaching mathematics to schoolchildren. On the basis of the study, we have to state that despite the broad potential benefits of assessment based on criteria, problematic aspects of the ill-considered use of such assessment in educational practice inevitably arise, the study of which is not given sufficient attention by Kazakhstani scientists and teachers. The effectiveness of the use of criteria-based assessment in educational practice depends on many factors: the unambiguity and clarity of the assessment criteria, their unified interpretation by evaluators; the conformity of methods, tools and evaluation materials to the subject area; the level of competence of teachers as evaluators. The introduction of a new assessment system should be associated with constant work on the creation and improvement of assessment tools and procedures, with the study of the most effective practices of criteria-based assessment, their adaptation to the realities of the Kazakhstani education system.

Where the Importance of Mathematics Need Not Be Taught

1941 ◽  
Vol 34 (5) ◽  
pp. 212-213
Author(s):  
Edna M. Jones
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Subject Matter ◽  
Progressive Education ◽  
School Curriculum ◽  
Joint Commission ◽  
Education Association ◽  
Secondary School Curriculum ◽  
The Subject

The imperative need for relating mathematics to other subjects without devoting courses merely to the practical, social and business aspects of the subject has been significantly stressed in the national reports of both the Joint Commission on the Place of Mathematics in Secondary Education and the Progressive Education Association on mathematics in General Education. In most place our subject matter is on trial for its places in the secondary school curriculum. But there are exceptions.

scholarly journals Professional secondary education system in Ukraine: legal supply

2020 ◽  
Author(s):  
L. Kryloshanska
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Education System ◽  
Secondary School Students ◽  
Educational Process ◽  
Career Counselling ◽  
School Students ◽  
Specialized Education ◽  
The Subject ◽  
Differentiated Learning

Problem setting. Nowadays the content of secondary education in Ukraine does not take into account individual characteristics of the students and it is not focused on the formation of creative potential and  system of  knowledge by interests, the educational process is overburdened with secondary factual material and  is overly regulated. It necessitates the search  and implementation of new approaches to organization of  educational process in high school. One of such approaches is career counselling for secondary school students that provides thourough and specialized general education, access to quality education  in accordance with the individual skills and needs of the student youth.Recent research and publications analysis. The problem of career counselling for secondary school students in Ukraine has become the subject of research by Ukrainian scholars. In particular, theoretical and conceptual foundations of career counselling training were investigated by N. Bibik, M. Burda, S. Volyanskaya, O. Adamenko, V. Kizenko, A. Samodrin, B. Fedorishin, G. Vashchenko, M. Goncharov, N. Dmitrenko.Highlighting previously unsettled parts of the general problem. The introduction of specialized secondary education is one of the priorities of public education policy. Therefore, it is advisable to investigate the legal bases for introducing career counselling for secondary education system in Ukraine within the science of public administration.The aim of the article is to analyze the legal support for the introduction of career counselling for secondary education system in Ukraine.Paper main body. According to Article 53 of the Constitution of Ukraine everyone has the right to education. However, the deterioration of indicators of competitiveness and the innovative attractiveness of secondary education system in Ukraine need a thorough reform within the framework of the Concept of Implementation of the State Policy for the Reform of General Secondary Education “New Ukrainian School” for the period up to 2029. The aim of the reform of the education system in Ukraine is to create the conditions for personal development and creative self-realization of every citizen of Ukraine, to create generations capable of learning throughout life, to create and develop the values of civil society.In accordance with the objectives of the first phase of implementation of the Concept (2017 – 2018), a new Law of Ukraine “On Education” was adopted, Article 10 of which defines three levels of secondary education: primary education lasting four years; basic secondary education lasting five years; specialized secondary education lasting three years. At the third stage of the Concept implementation (2023 – 2029), it is planned to introduce a specialized level of secondary education – a process of individual and differentiated learning, the basic ideas of which are the education of students in grades 10 – 12 by: interests; competencies; plans for self-realization.According to the Law of Ukraine “On Education”, obtaining a specialized secondary education involves two directions:– academic – specialized education based on the combination of the content of education which is defined by the standard s of secondary specialized education, and in-depth study of individual subjects taking into account the abilities and educational needs of education recipients focusing on continuing education at higher levels of education;– professional – labor market oriented specialized education based on a combination of educational content defined by the standard of secondary specialized education and a professionally oriented approach to learning taking into account the abilities and needs of students.Conclusions of the research and prospects for further studies.1. The crisis and the challenges of the problem have led to the reform of the content of secondary education in Ukraine on the basis of competent and personally oriented approaches to learning;  orientation to the acquisition of skills necessary for successfu students self-realization in their professional activity.2. One of the directions of modernization and improvement of the secondary education system in Ukraine is to ensure the acquisition of appropriate qualitative skills and competences at school needed for work, innovation and active citizenship through the introduction of a specialized link education. The content of career counselling for secondary education involves the introduction of the process of individual and differentiated learning of students in grades 10 – 12 by interests, competencies and plans for self-realization.3. The legal basis for career counselling for secondary education system in Ukraine is the Constitution of Ukraine, the Laws of Ukraine “On Education”, “On Complete General Secondary Education”, the Concept of the implementation of state policy in the field of reforming general secondary education “New Ukrainian School” for the period up to 2029. For the effective reform of the general secondary education with the introduction of  the career counselling component it is necessary to implement the provisions of the Law of Ukraine “On comprehensive general secondary education”, to develop and adopt the new Law of Ukraine “On Vocational Education”.The subject of further scientific research in this area will be the content and forms of organization of specialized education in secondary school.

Het Sint-Hubertuscollege in Neerpelt: het eerste Vlaams college? Een micro-onderzoek over de vernederlandsing van het middelbaar onderwijs

2014 ◽  
Vol 73 (1) ◽  
pp. 7-33
Author(s):  
Paul Janssenswillen ◽  
Wil Meeus
Keyword(s):  
Secondary Education ◽  
Environmental Factors ◽  
Secondary School ◽  
Catchment Area ◽  
Leisure Time ◽  
Boarding School ◽  
State School ◽  
Meeting Point ◽  
Religious Associations ◽  
Long Time

De vernederlandsing van het middelbaar onderwijs in Vlaanderen was een moeizaam proces dat zich over een lange periode uitstrekte. De nu vijftig jaar oude taalwet van 1963 wordt als eindpunt van dit proces beschouwd. Het tempo van de vernederlandsing verschilde van school tot school naargelang van hun ligging en leiding.Het bisschoppelijke Sint-Hubertuscollege in Neerpelt is het eerste Vlaams college. Daar werd in 1910 volledig Nederlandstalig gestart zowel tijdens de klasuren als erbuiten in de ontspanningstijd en het godsdienstig verenigingsleven. Gunstige factoren waren in dit verband de ligging van de school, ver weg van de taalgrens of een verfranste stad, met vrijwel geen Waalse leerlingen én de gebrekkige Franse taalkennis van de leerlingen die zich in 1910 aanboden. Ook de onvolledige humanioracyclus en het ontbreken van een concurrerende rijksschool speelden daarbij mee. Deze gunstige omgevingsfactoren en het feit dat in naburige katholieke colleges zoals die van Peer en Maaseik het vernederlandsingsproces in een stroomversnelling zat, werden door de koppige directeur Jaak Peuskens aangegrepen om het Nederlands in zijn college in te voeren. Het bisdom dat hem hiervoor op de vingers tikte, liet uiteindelijk betijen na een goede uitslag in de jaarlijkse staatsprijskamp.Met de inrichting van een internaat en de volledige humanioracyclus en de faam als eerste Vlaams college vergrootte de school haar rekruteringsgebied. Dat gebeurde onder impuls van de ondernemende directeur Gerard Nulens die contacten onderhield in Vlaamsgezinde milieus van diverse strekking. Neerpelt dat via het spoor gemakkelijk bereikbaar was, werd zo een flamingantisch trefpunt. Onder meer de zonen van Frans Van Cauwelaert, August Borms en Emiel Wildiers zaten er op de schoolbanken. Ook nadat het bisdom onverwacht en zonder duidelijke motivering de hoogste twee klassen van de klassieke humaniora afschafte, bleef het college van Neerpelt aantrekkingskracht uitoefenen op zonen van leidinggevende Vlaamsgezinden.________The Sint-Hubertuscollege (St Hubert’s secondary School) in Neerpelt: the first Flemish secondary school?A micro-investigation of the Dutchification of secondary education.The Dutchification of secondary education in Flanders was a laborious process that took a very long time. The now fifty year old law on the use of language of 1963 is considered as the finishing point of this process. The speed of the Dutchification differed from school to school according to its location and administration.The Episcopal Sint-Hubertuscollege in Neerpelt was the first Flemish secondary school. In 1910 it became an entirely Dutch speaking school, where Dutch was used during classes as well as elsewhere during leisure time and at religious associations. This was favoured by factors such as the location of the school, far away from the language border or a Frenchified city, the fact that there were hardly any Walloon pupils as well as the deficient knowledge of French of the pupils who applied in 1910. In addition, the incomplete cycle of coursework in humanities and the lack of a competing state school played a role. The stubborn director Jaak Peuskens took advantage of these favourable environmental factors and the fact that in neighbouring Catholic secondary schools like the ones in Peer and Maaseik the Dutchification process was rapidly gaining speed in order to introduce Dutch in his secondary school. The diocese that rapped him over the knuckles for this, in the end condoned it after the school obtained a good result in the annual state competition.After the setting up of the boarding school, the introduction of the complete humanities cycle and the resulting fame of being the first Flemish secondary school, the school enlarged its catchment area for recruitment. This happened at the instigation of the enterprising director Gerard Nulens who had contacts in pro-Flemish circles of various tendencies. Thus Neerpelt, which was so easily accessible by rail, became a Pro-Flemish meeting point. Pupils who attended the school included among others the sons of Frans Van Cauwelaert, August Borms and Emiel Wildiers. Even after the diocese unexpectedly and without clear motivation cancelled the two highest classes of the classical humanities cycle, the secondary school of Neerpelt continued to attract the sons of pro-Flemish leaders.

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

scholarly journals Using Cartographies to Map Time and Space in Teacher Learning in and Outside School

2021 ◽  
Vol 20 ◽  
pp. 160940692199290
Author(s):  
Paulo Padilla-Petry ◽  
Fernando Hernández-Hernández ◽  
Joan-Anton Sánchez-Valero
Keyword(s):  
Secondary School ◽  
Teacher Learning ◽  
Secondary School Teachers ◽  
Leisure Activities ◽  
Visual Methods ◽  
School Teachers ◽  
Video Recordings ◽  
The Subject ◽  
Pedagogical Relations ◽  
Over Time

This article explores the relations between teachers’ visual cartographies and oral narratives to better understand the spatial and temporal relations on teacher learning. It builds on a research project whose main questions were: 1) How and where do secondary school teachers learn to teach? 2) What are the consequences of this learning in their pedagogical relations and their students’ learning processes and results? Since narrative research has been a common way of approaching the subject and have led to an emphasis on learning as a journey across contexts and over time, some of its contributions to explore teachers’ learning paths are theoretically discussed, and visual methods, particularly cartographies, are also examined. Furthermore, the article presents the analysis of cartographies and video recordings of 29 secondary school teachers focusing on the interactions in different spaces and moments in time described by them. Findings suggest that learning to be a teacher may happen in interactions with objects, people and spaces beyond the boundaries of school, university and formal places of training and learning. They also show that the rhizomatic character of the cartographies may not prevent teleological thinking or the idea that any kind of learning is purposeful. Finally, this paper concludes that teachers’ learning does not fit the representational frame that distinguishes between formal contents and leisure activities, classrooms and private spaces, lessons and bodies, emotions and knowledge.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

Joseph Proudman, 30 December 1888 - 26 June 1975

1976 ◽  
Vol 22 ◽  
pp. 319-333 ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
The Other ◽  
Technical School ◽  
Tenant Farmer

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.

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