scholarly journals Do schools matter? An exploration of the determinants of lower secondary school subject choices under the Scottish Curriculum for Excellence

2019 ◽  
Vol 8 (1) ◽  
pp. 191-238
Author(s):  
Marina Shapira ◽  
Mark Priestley
Keyword(s):  
Secondary School ◽  
Lower Secondary School ◽  
School Subject

scholarly journals Smak för hållbar utveckling?

2021 ◽  
pp. 130-157
Author(s):  
Lolita Gelinder
Keyword(s):  
Secondary School ◽  
Food Consumption ◽  
Eating Habits ◽  
Food Choices ◽  
Video Data ◽  
Lower Secondary School ◽  
School Subject ◽  
School Students ◽  
Sustainable Food ◽  
Teachers And Students

In the school subject Home- and Consumer Studies, the curriculum includes knowledge about sustainable food consumption, i.e. the students should learn to make sustainable food choices. Previous research has shown that taste is an important factor when people choose what to eat. The purpose of this study is to investigate teaching about sustainable food consumption, by focusing on how teachers and students talk about taste during foodwork, more specifically what meaning that is construed in relation to taste and how this content may be understood in relation to different perspectives on taste. Video data from two classes of Swedish lower secondary school students is analyzed using pragmatic discourse analysis methods. The results show that taste is mainly used in terms of taste assessments and thus provide an understanding of taste as something fixed and unchangeable. A transactional perspective on taste is suggested as an alternative, working with taste as something changeable and reflexive. In this way teaching can be a part in students developing new taste experiences, which is crucial for wanting to change eating habits, or for learning to eat new dishes, and foods, which will be required in order for people to make sustainable food choices.

scholarly journals The Teacher as One of the Factors Influencing Students’ Perception of Biology as a School Subject

2017 ◽  
Vol 7 (2) ◽  
pp. 127-140
Author(s):  
Milan Kubiatko ◽  
Gregor Torkar ◽  
Lenka Rovnanova
Keyword(s):  
Secondary School ◽  
Lower Secondary School ◽  
School Subject ◽  
School Students ◽  
Biology Teachers ◽  
Factors Influencing ◽  
School Subjects ◽  
The Subject ◽  
The Impact ◽  
Significant Factors

The main aim of our research was to determine whether the teacher is one of the factors influencing students’ perception of biology as a school subject. The study also aimed to identify the influence of certain other factors in this regard, specifically: students’ gender and place of residence, the number of biology teachers who have taught the students, and theteachers’ gender. The sample consisted of 261 lower secondary school students (ISCED 2) in Slovakia, aged 14 and 15 years. A questionnaire with Likert-type items was used as a research instrument. The findings confirm the impact of the biology teacher on students’ perception of the subject. After removing the influence of the teacher, the students’ gender and placeof residence did not have any significant influence on their perception of the subject. Two additional significant variables were the number of biology teachers who had taught the students and the teachers’ gender. The research confirmed that the teacher’s personality is one of the significant factors that can influence students’ perception of school subjects.

scholarly journals Learning, teaching and assessment of second foreign languages in Swedish lower secondary school

2019 ◽  
Vol 13 (1) ◽  
pp. 7-26 ◽  
Author(s):  
Camilla Bardel ◽  
Gudrun Erickson ◽  
Rakel Österberg
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Dropout Rate ◽  
Foreign Languages ◽  
Lower Secondary School ◽  
School Subject ◽  
Current State ◽  
High Dropout Rate ◽  
The Subject ◽  
Swedish School

This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.

scholarly journals What are the core aims of English as a school subject? A study of teacher understanding in lower secondary school

2018 ◽  
Vol 12 (1) ◽  
pp. 11
Author(s):  
Lynell Chvala
Keyword(s):  
Secondary School ◽  
English Education ◽  
Linguistic Knowledge ◽  
World Language ◽  
Lower Secondary School ◽  
School Subject ◽  
Teacher Understanding ◽  
The Core ◽  
English Speaking ◽  
Basic English

Teachers’ interpretations of the core aims of a school subject open or constrain what can be taught and learned in the subject in school. The global spread of English and its changing status in the world have impacted how English as a school subject is understood and what it is meant to achieve. This article explores teachers’ understandings of the core aims of English as a school subject at the end of basic English education in Norway.  Data consist of interviews with 12 teachers across six schools in a large school district. Qualitative analyses of the data identify four core aims: 1) acquiring content knowledge of English-speaking countries, 2), developing communicative language ability 3) developing linguistic knowledge of English and 4) developing the democratic citizen. While acquiring knowledge and learning to communicate in English are dominant in teacher understanding, linguistic knowledge of English and democratic participation are much less pronounced. These findings are discussed in light of future needs for English as a world language. Finally, suggestions are made for bridging the way English as a school subject is understood today and imagining an alternative for the future. Key words: English as a school subject, core aims, teacher cognition, lower secondary school, NorwayHva er kjernemålene i engelskfaget på ungdomstrinnet i skolen? En studie av lærers forståelseSammendragLærernes tolkning av de sentrale målene for et skolefag er avgjørende for hva som kan undervises og læres i faget i skolen. Utbredelsen av engelsk og språkets endrede status i verden påvirker hvordan faget forstås og hva som oppleves som hensikten med faget. Denne artikkelen utforsker læreres oppfatninger av de sentrale målene for engelskfaget i grunnskolen i Norge.Datamaterialet består av intervjuer med 12 lærere ved seks skoler i en stor kommune. Gjennom kvalitative analyser av intervjudata er fire sentrale mål identifisert: 1) Å tilegne seg kunnskap om engelsktalende land, 2) Å utvikle kommunikative ferdigheter, 3) Å utvikle  engelsk språk- (lingvistisk-) kunnskap og 4) Å utvikle demokratiske medborgere. Mens kunnskapstilegnelse og utviklingen av kommunikative ferdigheter er dominerende i lærernes forståelse, er kunnskap om det engelske språksystemet og opplæring i demokratisk deltagelse mindre tydelig i materialet. Funnene blir diskutert med tanke på fremtidige behov for engelsk som verdensspråk. Til slutt presenteres et forslag for hvordan man kan bygge broer mellom forståelsen av engelsk som skolefag i dag og et mulig alternativ til dette i fremtiden.Nøkkelord: Engelsk som skolefag, kjernemål, formål, sosial praksis, lærerdiskurs, Norge

Social Influences - a Psychological Phenomenon in the Choice of Further Course of Education and Career

2015 ◽  
Vol 5 (2) ◽  
pp. 32-53
Author(s):  
Petr Hlaďo
Keyword(s):  
Secondary School ◽  
Family Background ◽  
Social Influences ◽  
Compulsory Schooling ◽  
Lower Secondary School ◽  
Main Attention ◽  
School Students ◽  
Research Papers ◽  
Psychological Phenomenon ◽  
Research Findings

The aim of this overview study is to synthesize Czech, Slovak and foreign empirical findings on the choice of further course of education and career. Attention is focused specifically on social influences as a psychological phenomenon affecting this decision-making process in lower secondary school students at the end of compulsory schooling. The main attention is paid to the roles of parents and family, particularly the influence of family background and family processes. Another issue is the influence of peers, teachers and career counsellors on the choice of further course of education and career. The synthesis of research findings is based primarily on an analysis of research papers published in journals.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

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