Suchergebnisse

Debate over subject curricula is apt to descend into internecine squabbles over which (whose?) curriculum is best. Especially so with school English, because its domain(s) of knowledge have commonly been misunderstood, or, perhaps, misrepresented in the government's programmes of study. After brief consideration of democratic education (problems of its form and meaning), I turn to issues of knowledge and disciplinarity, outlining two conceptions of knowledge – the one constitutive and phenomenological, the other stipulative and social-realist. Drawing on Michael Young and Johan Muller, I argue that, by social-realist standards of objectivity, school English in England -- as currently framed in national curriculum documents -- falls short of the standards of 'powerful knowledge' and of a democratic education conceived as social justice. Having considered knowledge and disciplinarity in broad terms, I consider the curricular case of school English, for it seems to me that the curious position of English in our national curriculum has resulted in a model that is either weakly, perhaps even un-, rooted in the network of academic disciplines that make up English studies. ; Publisher will not allow final version to be used, need a version after review but before publisher branding and formatting applied.

<i>The article is empirical and constitutes a qualitative analysis of students' attitudes towards
the implementation of the subject of Security Education in upper secondary schools to
which they attended. The research attention was focused on the form of conducting classes,
issues raised on the subject, assessment of their usefulness and proposals for improvements
presented by students. The self-assessment of self-attitude towards the subject and level
involved in the acquisition of the core curriculum was also presented.</i>

Vocational and professional training tracks can be a good option for many adolescents, many of whom enter these programs with a sometimes hidden burden of negative experiences and attitudes to school. This paper explores the sense of academic futility in future VET students at the end of lower secondary education. Drawing on qualitative interviews with 25 Czech students in which they described their experiences from lower secondary school, we found that despite the students' beliefs that their achievement is the product of their own effort, they describe situations from which it is evident that they noticed (i.e., perceived) that they actually did lose control over their results. At the same time, they explicitly claim that they have full control over their own achievement. This implicit sense of academic futility is created by several mechanisms at the school level: the curriculum, ineffective teaching, grading leniency, and teachers' distrust of students' capabilities.

The paper analyses the curricula of the school subject Harmony (The Science of Harmony) throughout the period of twelve decades (1899‒2020), i.e. since the foundation of the first music school in Serbia up to the present day. The necessary and frequently unavoidable changes of these curricula have passed through five stages, or five steps in the development of the educational system and the concept of the school subject Harmony taught in secondary music schools. The examination of the dynamics and range of changes applied in order to define the goals, content, structure and character of the school subject Harmony is based on the analysis and classification of the available resources and data. The aim of this research is twofold: to examine the level and type of changes occurring in the Harmony curricula and to analyze and interpret the impact of the study of Harmony on personality and character of musicians of multiple career profiles. Music school students are thus allowed to devise their own career path and apply the acquired knowledge in practice when either playing an instrument, or singing, playing in an orchestra, analyzing music literature or simply exhibiting their creativity and potentials in various ways.

PurposeA new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approachSelf-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.FindingsWhen comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).Originality/ValueThe elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students.

Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7–12 years) than in secondary education or middle school and high school (ages 13–18 years). This study examined the effects of peer tutoring on students' mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest–posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students' marks. The global effect size reported for the experience was Cohen's d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject.

This article examines the extent to which science, technology, engineering, and mathematics (STEM) subject choice in upper secondary education explains gender differences in STEM enrollment in higher education. We adopt a cross-country approach using Germany, Ireland, and Scotland as three case studies. These countries differ in terms of both the degree of subject choice offered in upper secondary education and the relevance for higher education admission of having studied specific school subjects. Using datasets of young people from all three countries, our results indicate a stronger mediation of school subjects for Scotland than in Germany and Ireland and a remarkable gender gap in STEM enrollment in all three countries. We conclude that females studying science subjects within upper secondary education appears to be a necessary but not a sufficient condition to ensure gender equality in progression to STEM fields.

The study investigated the Influence of Co-education on Academic performance of Secondary School Students in Awka South L.G.A . Three research questions and three hypotheses guided the study. The study employed descriptive survey and Ex-post facto research design. The population of the study comprised the entire student in all the Government secondary schools in Awka South L.G.A, Nigeria. A sample of 280 students was selected from the population of all the secondary schools in Awka South L.G.A. A self-developed instrument was used for data collection. Data collected for research questions and hypotheses were analyzed using descriptive statistics of mean and t-test. From the findings of the study, Co-education schools performed lower compared to single-sex schools, Classroom interactions influence male and female students' academic performance in secondary schools, Girls do not have equal chances as boys to develop the potentials in co0education schools; Co-education schools put more pressure in boys to outperform the girls. Based on the findings of the study, implications of the findings were noted, recommendation and suggestions for further studies were made. The researcher recommended among others that the ministry of education and policy maker should establish more single-sex secondary schools, convert underperforming coeducation secondary schools into single-sex secondary schools in order to improve on students' academic performance.

The present study was conducted with a view to investigate the relation in academic achievement and intelligence among physical education students of government and private schools. The sample consisted of 150 students from senior secondary schools from Muktsar city. Academic achievement scores were taken from the office report cards of the different schools and verbal intelligence test developed by R.K.Ohja and K.rayChowdhary (2005) were used. The statistical techniques like mean, SD and correlation were calculated. The result shows that there is relationship between academic achievement and intelligence and there is no significance difference between the academic achievement and intelligence on the basis of gender and type of schools.