scholarly journals A Discretionary Toolkit: Reasoning When Teaching Controversial Issues in Norwegian Upper Secondary School

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Silje Andresen
Keyword(s):  
Secondary School ◽  
Professional Competence ◽  
Classroom Observations ◽  
Controversial Issues ◽  
Upper Secondary School ◽  
Science Class ◽  
Religion And Ethics ◽  
Social Landscape ◽  
Upper Secondary ◽  
Upper Secondary Schools

Using a toolkit approach in combination with the concept of street-level bureaucracy and theories of discretion, this article has empirically investigated the resources that influence teachers’ discretionary reasoning when teaching controversial issues. The analysis has been based on 32 classroom observations at two upper secondary schools in Oslo, Norway, in one Religion and Ethics and one Social Science class, and interviews with 16 teachers who taught the same subjects. The results have shown that professional competence, professional and personal values, and relationships with pupils worked as a toolkit of resources that teachers could draw upon when making discretionary judgments in different contexts. A better understanding of teachers’ use of discretionary reasoning may enable curriculum developers and policymakers to support teachers in the complex social landscape of teaching controversial issues.

scholarly journals On Assessing Laboratory Work

2014 ◽  
Vol 2 (2) ◽  
pp. 113-123
Author(s):  
Aija Ahtineva
Keyword(s):  
Secondary School ◽  
Systematic Study ◽  
Chemistry Education ◽  
Laboratory Work ◽  
Upper Secondary School ◽  
Learning Method ◽  
Current Frame ◽  
Upper Secondary ◽  
Evaluation Models ◽  
Upper Secondary Schools

As an integral part of scientific way of thinking, practical laboratory tasks are a pivotal part of chemistry education. element of chemistry education. The first section begins with a discussion of how to assess laboratory work according to the current frame curricula for comprehensive and upper secondary schools. The second section discusses laboratory work as a learning method. Several studies have shown, that laboratory work is used mostly to liven up the lessons and to arouse interest rather that to teach something in a goal oriented way. The systematic study on what students learn from laboratory tasks has begun as recently as the 2000s. This paper focuses on the results of two separate studies. In interconnected papers, Abrahams and Millar (2008) as well as Abrahams and Reiss (2012) analyze learning in laboratory tasks using a 2 x 2 effectiveness matrix for practical work. Lewthwaite (2014) discusses the teachers’ choice of laboratory tasks. Both studies highlight the influence of evaluation practices on learning. At the end section, the paper presents some tasks and evaluation models suited for comprehensive and upper secondary school chemistry education. These tasks are based on the levels of learning and taxonomy of leaning presented by Doran and colleagues (2002).

scholarly journals Young People’s Attitudes to Attractive Work, During and After Upper Secondary School

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Ing-Marie Andersson ◽  
Kristina Gunnarsson ◽  
Ann Hedlund ◽  
Gunnar Rosén
Keyword(s):  
Secondary School ◽  
School Attendance ◽  
School To Work ◽  
After School ◽  
Upper Secondary School ◽  
Job Stability ◽  
Upper Secondary ◽  
People’S Attitudes ◽  
Employee Identification ◽  
Upper Secondary Schools

<div class="page" title="Page 1"><div class="layoutArea"><div class="column">Attractive work has been defined as a job position which an individual wants, where the employee experiences job stability and where employee identification and dedication are fostered. The present study is aimed at increasing knowledge about attitude changes to work during young people’s transition from school to work-life. A closed cohort, consisting of 225 pupils from graduating classes in 10 upper secondary schools in Sweden, was studied. The most significant result was found in the pupils’ expectations regarding work attractiveness while they were still attending school and in the subsequent year, after they had finished school. During school attendance, there were no differences between the groups, while those who did not find employment after school greatly reduced their demands regarding attractive work.Those who managed to get a job maintained the same level of expectation as during their school years, in terms of requirements for an attractive job. </div></div></div>

Dialogue in an Upper Secondary School and the Subject Religion and Ethics in Norway

2019 ◽  
Vol 46 (1) ◽  
pp. 101-114 ◽  
Author(s):  
Dag Husebø ◽  
Geir Skeie ◽  
Ann Kristin Tokheim Allaico ◽  
Torunn Helene Bjørnevik
Keyword(s):  
Secondary School ◽  
Upper Secondary School ◽  
Religion And Ethics ◽  
Upper Secondary ◽  
The Subject

scholarly journals Subjective Understanding and Individual Interpretation of the Life Value “HEALTH” by the Second-Year Students of Lower Secondary Schools and of the First- and Second-Year Students of Upper Secondary Schools in Slovakia

2014 ◽  
Vol 4 (2) ◽  
pp. 1-18 ◽  
Author(s):  
Slávka Krásna
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Second Year ◽  
Upper Secondary Schools ◽  
Individual Interpretation ◽  
Lower Secondary Schools

AbstractThe article focuses on the value “health”, as a component of the value orientation of students of lower secondary schools and upper secondary schools in our country. At the same time, it focuses on the presentation and interpretation of the results of a research conducted on a sample of students of selected schools, which was a part of a more comprehensive research on subjective understanding and individual interpretation of selected life values of lower secondary and upper secondary school students in Slovakia.

scholarly journals Ungdomars erfarenheter som resurs för hållbar utveckling. Om utbildning för hållbar utveckling och religionskunskapsämnet i gymnasieskolan

Prismet ◽  
1970 ◽  
pp. 51-68
Author(s):  
Ulrika Svalfors
Keyword(s):  
Sustainable Development ◽  
Secondary School ◽  
Religious Education ◽  
World View ◽  
Education For Sustainable Development ◽  
Upper Secondary School ◽  
Development Education ◽  
Upper Secondary ◽  
Upper Secondary Schools ◽  
Sustainable Development Education

Denna artikel diskuterar hur ungdomars egna erfarenheter kan användas som en resurs i undervisning för hållbar utveckling inom religionskunskapen. Diskussionen sker mot bakgrund av en intervjustudie bland sistaårselever på fyra gymnasieskolor i Sverige. I dessa intervjuer framkommer det att ungdomar har gedigna erfarenheter av såväl engagemang som makt och uthållighet som är så pass integrerade med ungdomars uppfattningar om sig själva att de kan betraktas som delar av deras livsåskådning. Dessa erfarenheter kan därmed utgöra en resurs i undervisning om hållbar utveckling, vilket blir tydligt i religionskunskapen. Hållbar utveckling är ett tema som kan bidra till att stärka elevernas hermeneutiska förmåga och till mångfald – centralt för religionskunskapen och nödvändigt för en hållbar utveckling.Nyckelord: ungdomar, livsåskådning, religionskunskap, hermeneutisk förmåga, engagemang, makt, uthållighet, utbildning för hållbar utveckling, gymnasieskolan, SverigeThis article discusses how young people's own experiences can be used as a resource for sustainable development education within religious education. The discussion takes place in the light of an interview study among last year's students at four upper secondary schools in Sweden. In these interviews, it appears that young people have a solid experience of commitment as well as power and stamina that are so integrated with their perceptions of themselves that they can be regarded as part of their world view. Hence, these experiences become a resource for education for sustainable development, which become clear in religious education. Sustainable development is a theme that reinforces the students’ hermeneutical competence and contributes to diversity – central for religious education and necessary for sustainable development.Keywords: youth, world view, religious education, hermeneutical competence, commitment, power, stamina, education for sustainable development, upper secondary school, Sweden

scholarly journals Finnish Upper Secondary School Students’ Perceptions of Their Teachers’ Assessment Practices

2020 ◽  
Vol 13 (2) ◽  
pp. 23-42
Author(s):  
Toni Mäkipää ◽  
Najat Ouakrim-Soivio
Keyword(s):  
Secondary School ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Upper Secondary School ◽  
School Students ◽  
Web Based ◽  
Traditional Assessment ◽  
Upper Secondary ◽  
Upper Secondary Schools

The paper addresses Finnish students’ perceptions of assessment practices in upper secondary school. We study what experiences students have about assessment, and how they assess their ability to use and understand teachers’ feedback. The data were gathered on a web-based questionnaire to 918 students in four upper secondary schools. The questionnaire contained both closed-ended and open-ended questions. According to students’ responses, most students consider that they are able to use and understand their teachers’ feedback, and that teachers are prone to apply traditional assessment methods. The results pave the way for enhancing versatility in assessment practices. At the end of this paper, we will discuss the important role of assessment in teaching and how teachers’ assessment literacy could be enhanced and made more visible. We also ponder whether alongside teachers’ assessment literacy we should also consider students’ assessment literacy.

scholarly journals VR-Technology in Teaching: Opportunities and Challenges

2021 ◽  
Vol 14 (8) ◽  
pp. 76
Author(s):  
Caroline Graeske ◽  
Sofia Aspling Sjöberg
Keyword(s):  
Secondary School ◽  
Educational Institution ◽  
Upper Secondary School ◽  
Regulatory Documents ◽  
Theoretical Perspectives ◽  
Technology In Teaching ◽  
Complementary Approach ◽  
Upper Secondary ◽  
Gamified Learning ◽  
Upper Secondary Schools

Use of virtual reality (VR) to teach in upper-secondary schools has become more common during recent years. This article discusses the implementation and testing of VR to teach Swedish in upper-secondary school, a pilot study carried out during the 2020/2021. The purpose of this study is to investigate how VR can be used to teach Swedish, what possibilities and challenges arise from using VR as a learning resource. The method used was inspired by action-based research, where teachers and researchers together, in a symmetrical and complementary approach, explore and evaluate an action. Central theoretical perspectives were TPACK-competences and design principles for gamified learning. The results indicate that students&rsquo; motivation increases by possibilities to co-create, co-design and customize their own learning, where the students solve problems and consider and reflect on their own learning. Both students and teachers point out didactical potentials and explain that VR technology offers many opportunities, but cannot exist on its own. It must function in accordance with the curriculum and regulatory documents of the educational institution.

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