scholarly journals Spatial Manoeuvring in Education

2019 ◽  
Vol 3 (3) ◽  
pp. 61-74
Author(s):  
Unn-Doris Karlsen Bæck
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Secondary School ◽  
Rural Youth ◽  
Spatial Mobility ◽  
School Structures ◽  
Upper Secondary Education ◽  
Local Labour ◽  
Upper Secondary ◽  
Spatial Differences

Based on an interview study of upper secondary school pupils in a county in Northern Norway and against a backdrop of spatial differences in dropout rates in upper secondary education in Norway, this article explores the significance of space for understanding the experiences of young people in the transition from lower to upper secondary education. The situation of rural youth is particularly highlighted. Through interviews with students, four factors connected to spatiality and more specifically to spatial mobility have been pinpointed. These are connected to (1) local school structures, (2) local labour markets, (3) being new in a place, and (4) localised social capital. At a more theoretical level, the concept of opportunity structure is employed in order to grasp how structures connected to education, labour market, and economy can have a profound effect on the lives of young people, being subjected to a mobility imperative that has become a particularly relevant driving force for rural youth.

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 Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

scholarly journals Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

2020 ◽  
Author(s):  
Milja Parviainen ◽  
Kaisa Aunola ◽  
Minna Torppa ◽  
Marja-Kristiina Lerkkanen ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Well Being ◽  
Warning Signs ◽  
Lower Secondary School ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
School Burnout

Abstract School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases.

scholarly journals Teachers and teaching in upper secondary education: a comparison of systems in place across secondary and FE sectors

2011 ◽  
Author(s):  
Lynne Rogers
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Teacher ◽  
Further Education ◽  
Upper Secondary Education ◽  
Quality Of Teaching ◽  
Upper Secondary ◽  
The Uk ◽  
Review Current

The training of teachers in upper secondary education varies considerably dependent on whether training is undertaken as a secondary school teacher or as a teacher within the Further Education (FE) system. Indeed, until the late 1990s, the training of teachers in FE had been the focus of little regulation by Government. Differences also occur across the UK with different pathways in place in the home countries. Regardless of the pathway taken to teaching in upper secondary education there are concerns that the teaching in schools and FE is still not good enough. The Coalition Government has proposed many reforms to the training of teachers in schools and a consultation exercise has been undertaken on the training of teachers in the FE sector. This article will review current approaches to the training of teachers in the home countries of the UK. Attention will be given to the proposed reforms in order to consider how these might contribute to raising the standard of teacher training and hence the quality of teaching in schools and FE.

scholarly journals DISTANCE EDUCATION DURING COVID-19: THE PERSPECTIVE OF SLOVAK TEACHERS

2020 ◽  
Vol 78 (6) ◽  
pp. 884-906
Author(s):  
Eva Ballová Mikušková ◽  
Marcela Verešová
Keyword(s):  
Distance Education ◽  
Secondary Education ◽  
Secondary School ◽  
Big Five ◽  
Positive Emotions ◽  
Teaching Experience ◽  
Point Of View ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Lower Secondary Education

As the new coronavirus SARS-CoV-2 (causing COVID-19) has begun to spread around the world, education has taken the form of distance education from one day to the next. To this day, little is known about distance education during the pandemic period from teachers’ point of view, so the study focused on perception and management of distance education in primary school (primary and lower secondary education) and upper-secondary school (upper secondary education) teachers; and the main aim was to explore the connection between teaching experience, personality traits, and emotions of teachers and their perception and management of distance education during the coronavirus pandemic. The research sample consisted of 379 teachers (89.7% women) aged 23 – 70 years (M = 44.91; SD = 10.38). They completed the questionnaire which consisted of: demographic questions, questions related to perception and management of distance education, the Positive and Negative Affect Schedule and the Big Five Inventory 2. During the pandemic period, the negative emotions of teachers increased while positive emotions decreased; distance education was closely related to emotions (and changes in emotions) and personality; moreover, teachers reported willingness to implement partial changes into their teaching after the pandemic period.

scholarly journals Development of Participation in and Identification With School: Associations With Truancy

2020 ◽  
pp. 027243162091915
Author(s):  
Tuomo E. Virtanen ◽  
Eija Räikkönen ◽  
Marja-Kristiina Lerkkanen ◽  
Sami Määttä ◽  
Kati Vasalampi
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Educational Transitions ◽  
Lower Secondary School ◽  
School Activities ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Identification With School

This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the participation-identification model, higher levels of participation in school activities at the end of primary school predicted higher levels of identification (i.e., feelings of belonging and valuing school) at the end of lower secondary school. This association was mediated by academic achievement. High levels of both participation and identification at the end of lower secondary school predicted lower levels of truancy in upper secondary education. The study indicates that promoting students’ participation and identification during comprehensive school prevents student disengagement from upper secondary education.

scholarly journals Os discursos dos organismos financeiros e de cooperação internacional sobre a obligatoriedad da educação secundária baixa, 1960-2015. Uma perspectiva desde o institucionalismo discursivo e a análise crítica do discurso

2019 ◽  
Vol 27 ◽  
pp. 157
Author(s):  
Rosalina Romero Gonzaga
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Lower Secondary School ◽  
Educational Levels ◽  
Upper Secondary Education ◽  
Social Interests ◽  
Upper Secondary ◽  
Comprehensive Development ◽  
Definition Of ◽  
Lower Secondary Education

The article examines the proposals and recommendations formulated by three international financial and cooperation organizations (OFyCIs) for lower secondary education (ESB), an emerging educational level in educational research. It is assumed that the lower secondary school is promoted by the OFyCI as a functional subsidiary to upper secondary education (high secondary education), reoriented and aligned toward the capitalist economy, but forgoing a critical and comprehensive development of adolescents. The discourse of the OFyCI on the compulsory nature of secondary education constitutes frames of reference that serve to reproduce their economic, political and social interests, within a context marked by educational segmentation and lack of definition of educational levels.

School Experiences and Postschool Pathways in the Republic of Ireland

2021 ◽  
pp. 205-221
Author(s):  
Emer Smyth ◽  
Selina McCoy
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Young People ◽  
Middle Class ◽  
School Experiences ◽  
Upper Secondary Education ◽  
Social Mix ◽  
Upper Secondary ◽  
The Republic ◽  
Participation In Higher Education

This chapter draws on a mixed methods longitudinal study of a cohort of young adults in Ireland who were followed from their entry to secondary education to their outcomes three to four years after completing upper secondary education. In keeping with previous international research, the study findings show that the main pathways taken by young people reflect their gender, social class background, and academic performance. However, the analyses go further than previous work by indicating the way in which the nature of postschool transitions are firmly embedded in earlier school experiences. In particular, the chapter contributes to the ongoing debate on the effects of school composition to show that school social mix has a very significant impact on postschool outcomes, with those who attended middle-class schools having particularly high levels of participation in higher education. This is consistent with higher education assuming a ‘taken for granted’ quality in middle-class schools. In contrast, young people who had attended working-class schools are much more likely than those in middle-class or socially mixed schools to enter the labor market directly upon leaving school, even taking account of their exam grades. School climate plays an important role, with negative relations with teachers serving to discourage young people from remaining on in any form of education/training. The chapter concludes by highlighting the implications of the findings for our understanding of youth transitions and for policy designed to improve equity of outcomes.

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