Secondary education as distinct from elementary education.

2014 ◽  
pp. 65-70 ◽  
Author(s):  
Charles Hubbard Judd
Keyword(s):  
Secondary Education ◽  
Elementary Education

scholarly journals Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092929 ◽  
Author(s):  
Francisco Alegre ◽  
Lidón Moliner ◽  
Ana Maroto ◽  
Gil Lorenzo-Valentin
Keyword(s):  
Secondary Education ◽  
Elementary Education ◽  
Peer Tutoring ◽  
Meta Analysis ◽  
Future Research ◽  
Control Group ◽  
Educational Levels ◽  
Primary And Secondary Education ◽  
Academic Benefits ◽  
Quasi Experimental

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.

scholarly journals UNIVERSALISATION OF EDUCATION IN ODISHA: A GOVERNMENT INITIATIVE

2021 ◽  
pp. 50-63
Author(s):  
Gayatri Panda ◽  
Dr. Kabita Kumari. Sahu
Keyword(s):  
Secondary Education ◽  
Elementary Education ◽  
Gender Equity ◽  
Developed Countries ◽  
Family Welfare ◽  
Social Sector ◽  
Democratic Institutions ◽  
Development Indicators ◽  
National Productivity ◽  
Important Input

Education is an important input for empowering people with skill and knowledge and giving them access to productive employment in future. It is an important input as well as output indicators influencing other development indicators of social sector such as health, nutritional status, income, family welfare and others. Both primary and secondary education deserves the highest priority for increasing the competence of the average worker and increasing National productivity. As the provision of universal elementary education is crucial for spreading mass literacy, the provision for secondary education is significant for economic development, modernising social sector and for effective working of democratic institutions. Secondary education serves as a link between the elementary and higher education and plays a very important role in this respect. Since universalisation of elementary education has become a constitutional mandate, it is absolutely essential to push this vision forward to move towards universalisation of secondary education which is already been achieved in a large number of developed countries and several developing countries. The recent focus on secondary education was generated by the 2005 Central Advisory Board of Education Report (2005) and the Rastriya Madhyamik Sikhya Abhiyan (RMSA) initiated in 2009-10 to universalize secondary education by making quality education available, accessible and affordable to all children within the age group of 14-18 years with strong focus on the elements of gender equity and justice. This paper studies the access to an equity and quality in primary and higher secondary education classes (IX-XII) in Odisha and examine some idea for improvements in each. KEYWORDS: Democratic institutions, Initiatives, Literacy, National productivity, Universalisation

scholarly journals PERFIL DE LA MOTIVACIÓN HACIA EL APRENDIZAJE EN ALUMNADO CON ALTA CAPACIDAD

2017 ◽  
Vol 6 (1) ◽  
pp. 277 ◽  
Author(s):  
Mª Carmen García del Canto
Keyword(s):  
Secondary Education ◽  
Elementary Education ◽  
Learning Strategies ◽  
School Environment ◽  
Self Efficacy ◽  
Gifted Students ◽  
High Rate ◽  
Internal Attribution ◽  
Elementary And Secondary Education ◽  
Educación Primaria

Abstract.The aim of this study is to describe the profile of the motivation to learn in students of Elementary and Secondary Education diagnosed as gifted, and to compare it with the profile of students of normal capacity. Despite that gifted students are considered the most skilled for study and homework, they suffer a high rate of low achievement in school. To explore a possible intervention, motivational variables have been chosen to study, as they are widely related to school success in the literature, and have been shown subject to change with proper interventions. This has been studied in a sample of 36 students (18 diagnosed as gifted and 18 of normal capacity) both Elementary Education and Secondary Education, analyzing their motivation through motivational part of the Learning Strategies Questionnaire and Motivation (CEAM) Ayala, Martinez and Yuste (2004), the 60 items measure the Value of learning, Intrinsic Motivation, Teamwork value, External Motivation, the feeling of Self-efficacy and an Internal Attribution of success. The questionnaire was collectively applied to all students in the classroom, then they were selected those diagnosed as gifted, and 18 pairs of the same characteristics with normal capacity to form the comparison group. Results appear consistent with previous scientific research. Gifted students, as a group, gave greater value to learning and had greater feeling of self-efficacy in the school environment that students of normal capacity, there are no major differences between the two groups of students about other motivational determinants.Key words: Gifted, Talented, motivation, motivational profile, low achievementResumen.El objetivo del presente estudio es describir el perfil de la motivación hacia el aprendizaje en alumnado de Educación Primaria y Secundaria con diagnóstico de alta capacidad, y comparar el mismo con el perfil del alumnado de capacidad normal. A pesar de que los alumnos de alta capacidad se consideran los más hábiles para el estudio y las tareas escolares, sufren una alta tasa de fracaso escolar. A la hora de explorar una posible intervención se ha optado por estudiar las variables motivacionales, ya que están ampliamente relacionadas en la literatura con el éxito escolar, y se han mostrado susceptibles de modificación con la intervención adecuada. Para ello se ha estudiado una muestra de 36 alumnos (18 diagnosticados de alta capacidad y 18 de capacidad normal) tanto de Educación Primaria como de Educación Secundaria, analizando la motivación de los mismos a través de la parte motivacional del Cuestionario de Estrategias de Aprendizaje y Motivación (CEAM) de Ayala, Martínez y Yuste (2004), cuyos 60 ítems miden la Valoración del estudio, la Motivación Intrínseca, la valoración del Aprendizaje en Grupo, la Necesidad de reconocimiento, el sentimiento de Autoeficacia y la Atribución interna del éxito. El cuestionario se ha aplicado de forma colectiva a todos los alumnos del aula, seleccionando después aquellos diagnosticados de alta capacidad, y 18 pares de las mismas características con capacidad normal que forman el grupo de comparación del estudio, Los resultados parecen consistentes con investigaciones científicas anteriores en las que los alumnos con alta capacidad como grupo dan mayor valor al aprendizaje y poseen mayor sentimiento de autoeficacia en el entorno escolar que el alumnado de capacidad normal, no existiendo diferencias mayores entre los dos grupos de alumnado en el resto de determinantes motivacionales.Palabras Clave: Alta Capacidad, superdotación, motivación, perfil motivacional, fracaso escolar.

scholarly journals Education, Second Courser, and non-College of Education Graduate’s Performance in the Licensure Examination for Teachers of JRMSU-TC SY 2013-2016

2019 ◽  
Vol 34 (1) ◽  
Author(s):  
Dana Faye T. Salundaguit
Keyword(s):  
Secondary Education ◽  
Elementary Education ◽  
Professional Education ◽  
College Of Education ◽  
Teaching Profession ◽  
Licensure Examination ◽  
Statistical Measures ◽  
Low Performance ◽  
Jose Rizal ◽  
Regulatory Commission

Licensure Examination for Teachers (LET) is a standardized examination given to qualified graduates who wish to engage in the teaching profession in both elementary and secondary level. The examination is administered by the Professional Regulatory Commission twice in a year and set the passing percentage to 75%. The study employed a descriptive method of research in determining the LET performances of Education and non-Education graduates of Jose Rizal Memorial State University-Tampilisan Campus (JRMSU-TC). LET results coming from the Professional Regulatory Commission (PRC) were considered as the main data of the study. The present study considered 281 Elementary Education takers broken down into 168 BEED graduates and 113 non Education graduates, and 235 Secondary Education takers classified according to 75 BSED graduates, 127 Professional Education Certificate (PEC) graduates, and 33 non-College of Education (CED) graduates. The statistical measures used in the study were frequency count and percentage. The salient features were as follows: The Bachelor of Elementary Education (BEED) first takers performed well in the LET but combining their results with the repeaters, and non-education graduates, results barely surpass the national passing percentage.  In the case of the Bachelor of Secondary Education (BSED), overall results indicated low performance in the LET or below the national passing percentage. Based on the findings of the study it was recommended to review the policies of the College of Education particularly on the entry and retention policies, faculty commitment, and the conduct of review classes and mock board.

An investigation of the relationship between the altruism levels, communication skills and problem solving skills of the elementary education and secondary education teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 707-728
Author(s):  
Hüseyin Aslan ◽  
Hatice Kumcağız ◽  
Kamil Alakuş
Keyword(s):  
Secondary Education ◽  
Problem Solving ◽  
Elementary Education ◽  
Communication Skills ◽  
Simple Random Sampling ◽  
Problem Solving Skills ◽  
School Year ◽  
Relationship Coefficient ◽  
Secondary Education Teachers ◽  
The Relationship

This study aimed to exhibit the relationship between the altruism levels, communication skills and problem solving skills of the elementary education and secondary education teachers. The study population consisted of 725 teachers at Sinop Provincial Center during 2015-2016- school year, and the sample consisted of 452 teachers selected by simple random sampling method. This study was conducted based on the relational screening model. As a result of the conducted research, the relationship coefficient between the altruism scores and problem solving skills of the elementary education teachers was found as .17 and it was seen that this relationship was in the same direction and insignificant (p=.05; n=132). Similarly, the relationship coefficient between the altruism levels and communication skills of the teachers at the first level of elementary education was found as .23 and it was seen that the said relationship was in the same direction and significant (p=.01; n=132). The relationship coefficient between the altruism scores and problem solving skills of the secondary education teachers was found as -.15 and it was seen that this relationship was in the opposite direction and significant (p=.03; n=182). According to the acquired results, conducting similar studies to deal with the significance of the altruism behaviors of teachers in education can be recommended.

scholarly journals Status of the Secondary and Senior Secondary Education Sector of Madhya Pradesh in Comparison with BIMARU (Bihar, Madhya Pradesh, Rajasthan, and Uttar Pradesh) States

2021 ◽  
Vol 9 (VII) ◽  
pp. 2889-2897
Author(s):  
Utkarsha Bansal
Keyword(s):  
Secondary Education ◽  
Elementary Education ◽  
Uttar Pradesh ◽  
Madhya Pradesh ◽  
Education Sector ◽  
Indian Education ◽  
Access To Education ◽  
Equitable Access ◽  
Micro Level ◽  
Senior Secondary

Secondary and Senior Secondary education plays a formidable role in the career development of an individual. Traditionally the Indian education sector has primarily focused on schooling till the elementary education sector. This study attempts to trace the growth of secondary and senior secondary education sector in the state of Madhya Pradesh with a comparative analysis drawn with BIMARU states. This micro-level study provides insights for framing holistic policies to ensure equitable access to education.

Truancy in late elementary and early secondary education: The influence of social bonds and self-control— the TRAILS study

2010 ◽  
Vol 34 (4) ◽  
pp. 302-310 ◽  
Author(s):  
René Veenstra ◽  
Siegwart Lindenberg ◽  
Frank Tinga ◽  
Johan Ormel
Keyword(s):  
Secondary Education ◽  
Elementary Education ◽  
Deviant Behavior ◽  
Social Bonds ◽  
Economic Status ◽  
Pubertal Development ◽  
Significant Others ◽  
Self Control ◽  
Prosocial Orientation ◽  
The Impact

Some pupils already show unexcused, illegal, surreptitious absences in elementary education or the first years of secondary education. Are weak social bonds (see also Hirschi, 1969) and a lack of self-control (Gottfredson & Hirschi, 1990) indicative of truancy at an early age? Of the children in our sample, 5% were persistent truants in late elementary education and early secondary education. Using multivariate analyses the influence of various predictors on persistent truancy was examined. Lack of attachment to norm-relevant significant others (parents and teachers) and lack of prosocial orientation were indicative of truancy. Social bonds with classmates had no effect on truancy. Other risk factors for truancy were: being a boy, early pubertal development, family breakup, and low socio-economic status. The effect of self-control on truancy was partially mediated by social bonds. The impact of social bonds to norm-relevant significant others suggests that early truancy can partly be prevented by focusing on children’s relations with parents at home and with teachers at school. Prevention of truancy is desirable because the likelihood of involvement in other deviant behavior increases for truants.

Future Citizens

2020 ◽  
pp. 352-376
Author(s):  
Sebastian Molina Puche ◽  
Maria del Pilar Riquelme Adán
Keyword(s):  
Data Analysis ◽  
Secondary Education ◽  
Elementary Education ◽  
Civic Education ◽  
Quantitative Research ◽  
State School ◽  
Probabilistic Sampling ◽  
Ex Post ◽  
Ex Post Facto

This chapter analyzes the knowledge, behaviors, attitudes and values of Spanish students in the last year of Elementary Education regarding citizenship and civility. The authors carried out quantitative research using an ex post facto and descriptive design and circumstantial non-probabilistic sampling. The technique was indirect, while the instrument was two questionnaires adapted from those used in the ICCS 2009 study. These questionnaires, which were originally intended for students in the 2nd year of Compulsory Secondary Education (14 years old students), were adapted to the 6th year of Elementary Education (11 years old). The sample analyzed was a hundred students from a state school in the Region of Murcia located. TSPSS V. 23 was used for the data analysis. The results show deficiencies in terms of knowledge in matters related to civic education and citizenship.

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