Search results for: Secondary school students
Page 1/1 9 items
Missed Opportunities, Misunderstandings, and Misgivings: A Case Study Analysis of Three Beginning English Teachers’ Attempts at Authentic Discussion With Adolescents in a Synchronous CMC Environment
The current article described the Web Pen Pals project which provided an opportunity for beginning English teachers to practice authentic discussion about literature in a synchronous CMC environment with adolescents. The researcher employed case study analysis of three beginning teachers. The researcher was interested to examine the following question: How do preservice English teachers discuss literature online with middle school students?
Updated: Feb. 13, 2012
The current study examined the effectiveness of a supervised mentoring program on the academic achievement of low‐income students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension. These findings provide support for mentoring programs as a means to reduce resource inequity in low‐income school districts.
Updated: Jul. 05, 2011
In this article,the authors focused on the civic learning experiences of high school students in two different communities to explore two interrelated ideas: 1. The power of congruence to encourage feelings of civic efficacy in youth. 2. The deep complexities of disjuncture for the civic learning experiences of youth. This project revealed both how civic action research can facilitate the connection between the curriculum and students' lives and how there are complexities in making such connections. Furthermore, congruence and disjuncture profoundly shaped these students' civic learning experiences.
Updated: Apr. 10, 2011
“You Can Form Your Own Point of View”: Internally Persuasive Discourse in Northern Ireland Students’ Encounters With History
In this study, the authors sought to understand how students in Northern Ireland make sense of competing approaches to history, and in particular, how they understand the relationship between the approaches they encounter in school and elsewhere. Using qualitative, task-based interviews, the authors interviewed 253 secondary students. The authors found that these students had learned about the past in a variety of formal and informal settings, and they navigated among these multiple sources in a conscious attempt to refine and extend their historical understanding as they followed up on interests initiated in one setting by seeking out information elsewhere.
Updated: May. 25, 2010
Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools
This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers.
Updated: May. 09, 2010
Transition to secondary school implies basic changes in social, instructional and organisational aspects of school life which afford the pupils’ adjustment. As transition takes place at a predictable point in time, children develop expectations about the start at their new school. In order to analyse predictors and consequences of these expectations 870 German children filled in a questionnaire assessing transition expectations, grades in mathematics and language, academic self-concept, and school dislike. Achievement tests were administered, too.
Updated: Jan. 12, 2010
This paper presents an effort to support reflective practice of teachers in the outdoors. The teaching experience of five pre- and in-service teachers included preparation for teaching in the outdoors, designing learning materials, teaching elementary and junior-high school students in an ecogarden, and reflecting upon these teaching experiences. The authors suggest that supported field experience followed by individual and group reflection are promising in encouraging teachers to carry out outdoor learning activities.
Updated: Jul. 08, 2009
This article explores the use of online technologies to extend the learning of a group of junior secondary school students after attending a Sun, Science, and Society camp. The participants in this research project were sixteen (6 females and 10 males) 13- to 15-year-old students who attended the 4-day camp. These students expressed interest in undertaking the online learning phase of the program for a period of 6 months after it. The article reports on how they engaged with the extended and open learning supported by online technologies.
Updated: May. 21, 2009
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers
The paper reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. The authors extended the synthesis to include all struggling readers, not just those with identified learning disabilities. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. 29 studies were located and synthesized.Implications for comprehension instruction for older struggling readers are described.
Updated: May. 20, 2009