Search results for: Secondary schools
Page 2/6 51 items
This paper attends to all four dimensions of listening: cognitive, moral, aesthetic, and political aspects. However, the paper focuses on the political aspect. The author argues that listening requires attention to the social identities inevitably communicated through speech. The case study presented in this article comes from a yearlong study of a ninth-grade English and history class in an urban American school that served ethnically diverse working-class children. The author concludes that the findings that we inevitably listen for identity and that listening requires attention to patterns beyond the speech event.
Updated: Nov. 23, 2010
Student Participation in Activities with Influential Outcomes: Issues of Gender, Individuality and Collective Thinking in Swedish Secondary Schools
This article examines how students engaged in the democratic processes involved in the formation of an action group intended to influence their school by making it more environmentally friendly. The goal of this article is to acquire greater understanding of influential processes in relation to gender and both individualistically and collectively oriented ideas. These ideas include understanding of which students participate in such groups, the role gender plays in the likelihood of a student participating, how they act, and their experiences of participation. The article concludes that the group represents an arena for both individual and collective performance in which both individual and collective ideas are reflected.
Updated: Oct. 29, 2010
This paper focuses on students’ perceptions of gender relations in school over the last three decades. The analysis is based on data from three inquiry surveys in Swedish secondary schools. The article compares how young students (a) perceive the behaviour of boys and girls in a classroom situation, (b) value different aspects of family and work in their future lives, and (c) experience the power relations between girls/women and boys/men.
Updated: Oct. 29, 2010
Technological Constraints and Implementation Barriers of Using Videoconferencing for Virtual Teaching in New Zealand Secondary Schools
This article reports findings from a study conducted between 2001 and 2004 to evaluate the effectiveness of OtagoNet. Nine New Zealand secondary schools participated in the OtagoNet project, using videoconferencing technologies to deliver courses to multiple sites. It was found that videoconferencing technology had a significant impact on pedagogy and teaching styles. The importance of the teacher in implementing and integrating technology into the learning environment was highlighted in this project.
Updated: Sep. 27, 2010
“There's Going To Be Community. There's Going To Be Knowledge”: Designs For Learning In A Standardised Age
This paper uses the case of a secondary English department in Ontario, Canada, to examine the constraints that academic departments face in transforming themselves from communities of practice into learning communities. The article proposes theoretical considerations and concrete strategies to assist academic departments in overcoming constraints to learning within an era of increasing standardisation and accountability.
Updated: Aug. 17, 2010
International Evidence on Ability Grouping With Curriculum Differentiation and the Achievement Gap in Secondary Schools
This article reviews international research on the connection between various forms of ability grouping with curriculum differentiation and the achievement gap. The article concludes that such practices are likely to increase the gap between initially high- and low-achieving students. Furthermore, there is a stronger link between students’ social backgrounds and their achievement in educational systems with more curriculum differentiation and in those with earlier placement in differentiated educational programs as compared with others.
Updated: Jun. 01, 2010
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils.
Updated: Dec. 16, 2009
The Use of Evidence-Based Instructional Strategies in Special Education Settings in Secondary Schools: Development, Implementation and Outcomes
This study examined the level of implementation of evidence-based practices by teachers after they participated in a unique training program aimed at enhancing the use of evidence-based practices. The results indicate that five months post-training, 62% of the evidence-based strategies had been implemented and these levels were maintained 13-months post-training.
Updated: Dec. 15, 2009
The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway. The main findings indicate that there are two sides of the coin of being a new teacher. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers.
Updated: Dec. 09, 2009
A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers.Results suggested that while teachers’ mathematics content knowledge did not change significantly, pedagogical content knowledge did increase.
Updated: Nov. 11, 2009