scholarly journals How to expand the boundaries: feminist posthumanist elaborations on change in education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Karin Gunnarsson
Keyword(s):  
Secondary School ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Upper Secondary School ◽  
Research Project ◽  
Upper Secondary ◽  
Teaching Unit ◽  
Vital Matter

Change is a vital matter connecting to key educational concerns of teaching and learning and also involves questions of ethics. By deploying a feminist posthumanist framework, this paper elaborates change together with the notions of boundaries and responsibility. This is done by exploring moments from a collaborative research project conducted in a Swedish upper secondary school concerning a teaching unit focusing on equality and norms. The questions guiding the paper are: How is change enacted within the teaching? And, how to unfold the responsibilities the teaching entails? By working within the interplay of empirical enquiry and theoretical elaboration, the paper addresses how a multitude of encounters become involved in enactments of change.  Further, it unfolds how change entails both unpredictability and responsibility for teaching and learning. In the concluding notes the ambiguities of change are stressed addressing the call within posthuman ethics of how to expand the boundaries.

scholarly journals Når forventningerne ikke stemmer overens med virkeligheden. En undersøgelse af de studerendes valg og strategier i overgangen til de længere videregående teknat-uddannelser

2014 ◽  
Vol 9 (16) ◽  
pp. 44-57
Author(s):  
Henriette T. Holmegaard ◽  
Lene Møller Madsen ◽  
Lars Ulriksen
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
First Year ◽  
Study Cohort ◽  
Upper Secondary School ◽  
Research Project ◽  
Negotiation Strategies ◽  
Science Programme ◽  
Upper Secondary ◽  
Education Science

Denne artikel præsenterer resultater fra et forskningsprojekt, hvor studerende er fulgt fra slutningen af gymnasiet og ind på en lang videregående teknisk eller naturvidenskabelig uddannelse. Fokus er på de studerendes løbende forventningsafstemning i mødet med den nye uddannelse og de forhandlinger, der finder sted over tid, når de studerende forsøger at blive akademisk integreret. Analysen fokuserer på de studerende der oplever dette som særligt vanskeligt. Tre forhandlingsstrategier identificeres: at udholde at ens forventninger ikke bliver indfriet; gentagende afprøvninger af, om det, man møder, kan tilpasses ens forventninger; at indordne og tilpasse sine forventninger til det, man møder. De tre forskellige strategier foldes ud i analysen med konkrete eksempler og viser, at de studerendes iden-titetsarbejde er en vigtig del af progressionen i de studerendes første studieår. Konsekvenserne og implikationerne for praksis diskuteres afslutningsvist.  This paper presents results from a research project where students are followed from the end of upper secondary school into their higher education science programme. We pay particular attention to the students’ continuous negotiation of expectations in relation to the content of their new study programmes and their attempts to become academically integrated. The analysis is focused on those students who found these negotiations difficult. Three negotiation strategies are identified: to endure and just accept that one’s expectations are not honoured; to continuously try to fit what you meet to your expectations; to fit and adjust one’s expectations to what you meet. Cases from the study cohort who used these strategies are identified and these form the basis of the discussion. Particular attention is paid to the importance of students’ ‘identitywork’ in their first year of study and the consequences and implications this has for practice. 

scholarly journals Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2

2013 ◽  
Vol 1 (4) ◽  
pp. 387-424
Author(s):  
Simo Tolvanen ◽  
Maija Aksela ◽  
Maija Ahola ◽  
Outi Haatainen ◽  
Jarkko Huusko ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Theoretical Background ◽  
Research Literature ◽  
Upper Secondary School ◽  
Chemistry Teaching ◽  
Historical Approach ◽  
Upper Secondary ◽  
History Of

In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the produced material. The teaching materials (in Finnish) can be found online from the site of KEMMA Centre for Chemistry Education: http://www.luma.fi/kemma.

scholarly journals Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland

2007 ◽  
Vol 7 (3) ◽  
pp. 175-188
Author(s):  
Catherine Fagan
Keyword(s):  
Secondary School ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Business Management ◽  
Upper Secondary School ◽  
Economic Literacy ◽  
Approaches To Teaching ◽  
Teaching Economics ◽  
Upper Secondary ◽  
Subject Areas

There is a move away from teaching Economics as a separate subject in Scotland. It is now mainly taught within Business Management courses in upper secondary school and is embedded within several subject areas in both primary and early secondary curricula, a move that is in step with broader curricular aims to break down artificial barriers among subjects. This writing discusses the need for clearly situated teaching and learning of economics, provided by teachers who have sufficient background knowledge to devise effective contexts for learning, whether or not it is taught as a discrete subject. The results of a survey of student teachers' levels of economic literacy are analysed and recommendations made for the preparation of teachers to deal effectively with embedded approaches to teaching about economics.

Composing Music: Case Studies in the Teaching and Learning Process

1987 ◽  
Vol 4 (1) ◽  
pp. 25-52 ◽  
Author(s):  
Robert Bunting
Keyword(s):  
Secondary School ◽  
Case Studies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Upper Secondary School ◽  
School Age ◽  
Upper Secondary ◽  
Syllabus Design ◽  
Age Range

In this article the author opens up some of the issues involved in teaching composition to individual pupils of the upper Secondary School age range. To do this he studies the work of two boys over two terms in detail, including many of their sketches, and pays particular attention to the role of the boys' teacher. This study leads to some general considerations: syllabus design, the relationships between composing, performing and listening, and methods of assessment.

scholarly journals Backwards in High Heels: Gender and Career in Danish Upper Secondary School Management

2016 ◽  
Vol 6 (1) ◽  
pp. 104
Author(s):  
Marianne Abrahamsen ◽  
Katrin Hjort
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Middle Managers ◽  
School Management ◽  
Upper Secondary School ◽  
Top Managers ◽  
Gendered Division Of Labor ◽  
Upper Secondary ◽  
New Form ◽  
Upper Secondary Schools

We often describe Denmark and the other Nordic countries as successful when it comes to equality between the sexes. However, is this true? If we survey the management of Danish upper secondary schools, only one third of the top managers are women, an inequality that will not necessarily change in the coming years. The demand for management is increasing and should result in new career possibilities for all, but in fact we may see a new form of gendered division of labor, a scenario where men as top managers (COEs or A-leaders) deal with externally oriented economic and strategic tasks and women as middle managers (assistant managers or B-leaders) take care of internal “housewife work” relating to employees and students and teaching and learning.  [1] Referring to the dancer Ginger Rogers regarding her dancing with Fred Astaire

scholarly journals A Study on the Effectiveness of Written Feedback in Writing Tasks among Upper Secondary School Pupils

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Written Feedback ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Writing Skill ◽  
English Classroom ◽  
Giving Feedback ◽  
Writing Task ◽  
Secondary School Pupils

This research is a study on the feedback received among upper secondary school pupils on their writing tasks in school. As it is known, English is the second language taught in schools in Malaysia. Among the four skills taught in the English classroom, the writing skill is said to be one of the most difficult skills to be acquired. There are many methods and strategies that have been carried out by teachers and pupils to make acquiring this skill easy. Giving feedback to pupils’ writing task has been one of the methods used to teach writing effectively. However, this skill continues to be the most difficult and the most time consuming skill to be taught and learned. Therefore, a study was carried out among 30 pupils of SMK Abdul Rahman Talib to examine the types of feedback received by secondary school pupils and the perception of pupils towards the feedback they received. Questionnaires were distributed to pupils which consist of four sections. Respondents were required to answer all sections. The data was analysed using SPSS. Based on the data collected, the results clearly showed that the feedback received by pupils helped them improve their writing skills. Thus, this study has proven that giving feedback in writing tasks is essential for pupils and it can make the teaching and learning of the writing skill easier to be carried out. Therefore, teachers have to practice giving written feedback in pupils’ writing tasks.

scholarly journals CAS Assisted Proofs in Upper Secondary School Mathematics Textbooks

2019 ◽  
Vol 8 (3) ◽  
pp. 232
Author(s):  
Uffe Thomas Jankvist ◽  
Morten Misfeldt
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Upper Secondary School ◽  
Mathematics Textbooks ◽  
Secondary School Mathematics ◽  
Proof Schemes ◽  
Mathematical Proofs ◽  
Upper Secondary ◽  
Upper Secondary Level

This article addresses the didactical effects of CAS assisted proofs in Danish upper secondary mathematics textbooks as a result of the 2005 reform that introduced CAS as a part of the upper secondary level curriculum (and examinations). Based on a reading of 33 upper secondary school mathematics textbooks, 38 instances of CAS assisted proofs are identified in ten different textbooks. The CAS based proofs in these textbooks are of three types: complete outsourcing of the proof to CAS; partial outsourcing of the proof to CAS; and additional verification of the proof’ correctness by CAS. Analyses of examples of each of these types are provided. The analyses draw on theoretical constructs related to both proofs and proving (e.g. proof schemes) and to use of digital technologies in mathematics education (lever potential, blackboxing, instrumental genesis). In particular, the analyses make use of a distinction between epistemic, pragmatic and justificational mediations. Results suggest both potential problems with using CAS as an integrated part of deductive mathematical proofs in textbooks, since it appears to promote undesired proof schemes with the students, and difficulties with understanding these problems using the constructs of epistemic and pragmatic mediations that are often adopted in the literature regarding CAS use in mathematics teaching and learning.

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