Percentage of firms employing more than 10 people providing work-based learning opportunities to learners enrolled in upper secondary VET, 2015

2019 ◽  
Keyword(s):  
Learning Opportunities ◽  
Upper Secondary

scholarly journals Pupil-athletes’ Learning Dispositions and Their Potential Effects in School Sports-situated Talent Development Programs

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Anna Renström ◽  
Cecilia Stenling
Keyword(s):  
Talent Development ◽  
Learning Opportunities ◽  
Development Programs ◽  
Structured Interviews ◽  
School Sports ◽  
Learning Patterns ◽  
Upper Secondary ◽  
Second Year ◽  
Upper Secondary Schools ◽  
Learning Dispositions

There is a worldwide increase in efforts to support talents' development towards elite athletes. The focus of the study was the learning processes among athletes that facilitate this development. Drawing on the learning dispositions concept (Carr & Claxton, 2002), the aim was to create knowledge on the prevalence and possible consequences of variability in learning patterns among pupils enrolled in Nationell Idrottsutbildning Fotboll (NIUF)—a highly selective soccer talent development programme within upper secondary schools in Sweden. In-depth semi-structured interviews were carried out with a total of 13 pupils in their first or second year of NIUF. The data analysis benefited from iterative movement between the data and key learning dispositions: resilience, reciprocity, and playfulness. The findings show a variation in the strength of these dispositions between pupils, particularly with regard to the reciprocity and playfulness dispositions. We propose that individuals who display a comparably stronger manifestation of learning dispositions are better equipped to benefit from the learning opportunities of such programmes. This implies that there is a key role for coaches/educators to play in constructing an environment in which participants may 'learn to learn'.

scholarly journals Quadratic equations in Swedish textbooks for upper-secondary school

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Wang Wei Sönnerhed
Keyword(s):  
Secondary School ◽  
Procedural Knowledge ◽  
Secondary Level ◽  
Learning Opportunities ◽  
Learning Trajectory ◽  
Upper Secondary School ◽  
Quadratic Equations ◽  
Upper Secondary ◽  
Hypothetical Learning Trajectory ◽  
Upper Secondary Level

This paper analyzes the content and tasks involving quadratic equations in eight mathematics textbooks published during the period 2000-2012 at the upper-secondary level in Sweden. The study applies the theoretical hypothetical learning trajectory (HLT) framework combining conceptual and procedural knowledge. The analysis includes horizontal and vertical dimensions within an HLT. The aim is to explore embedded HLTs and learning opportunities from both dimensions in these textbooks. A total of 250 examples and 1,068 tasks have been examined. Results show that all the textbooks contain algebra identities and four different methods for solving quadratic equations as well as their applications as a core hypothetical learning trajectory but differ in how an HLT starts and ends. Geometrical representations for some algebra identities and completing the square are widely used in both theoretical presentations and tasks, which implies that conceptual learning is encouraged among the Swedish textbooks. At the same time, procedural knowledge is still emphasized as a basic but important learning process.  

scholarly journals Effects on brain activity after creative mathematical reasoning when considering individual differences in cognitive ability

2021 ◽  
Author(s):  
Linnea Karlsson Wirebring ◽  
Carola Wiklund-Hornqvist ◽  
Sara Stillesjo ◽  
Carina Granberg ◽  
Johan Lithner ◽  
...  
Keyword(s):  
Individual Differences ◽  
Cognitive Abilities ◽  
Mathematical Reasoning ◽  
Brain Activity ◽  
Brain Regions ◽  
Learning Opportunities ◽  
Memory Processing ◽  
Beneficial Effects ◽  
Upper Secondary ◽  
Creative Mathematical Reasoning

Many learning opportunities of mathematical reasoning in school encourage passive imitative learning procedures (algorithmic reasoning, AR) instead of engaging in more active constructive reasoning processes (e.g., creative mathematical reasoning, CMR). In the present study, we employed a within-subject mathematical intervention in the classroom with pupils in upper secondary schools followed by a test situation during brain imaging with fMRI one week later. We hypothesized that learning mathematical reasoning with the active (CMR) compared to the passive mode (AR) should lead to a CMR-effect, characterized by better performance and higher activity in brain regions related to semantic memory processing one week after learning. Despite controlling for individual differences in cognitive abilities, higher brain activity in key semantic brain regions such as left AG and left IFG was observed on tasks previously learnt with CMR compared to AR. Thus, encouraging pupils to engage in more active constructive processes when learning mathematical reasoning might have beneficial effects on learning and memory.

scholarly journals Receptive academic vocabulary knowledge and extramural English involvement – is there a correlation?

2021 ◽  
Author(s):  
Marcus Warnby
Keyword(s):  
Secondary Students ◽  
Incidental Learning ◽  
Demographic Factors ◽  
Learning Opportunities ◽  
Vocabulary Knowledge ◽  
Academic Vocabulary ◽  
Upper Secondary ◽  
First Languages ◽  
Parental Educational Level ◽  
English Instruction

Abstract Extramural English (EE) exposure has been shown to correlate with general vocabulary knowledge. It remains uncertain, however, how academic vocabulary knowledge correlates with EE and can be explained by EE factors and demographic factors. Therefore, an academic vocabulary test, a background questionnaire, and a survey on current EE involvement were administered to 817 Swedish upper-secondary students in university-preparatory study programmes. A linear model revealed little explanation from demographic factors (age, gender, number of first languages, length of English instruction, and parental educational level) whereas EE factors (reading, listening & viewing without textual support, viewing with Swedish subtitles) accounted for 26% of the variation. Since extensive EE involvement may support the incidental learning of academic lexis, the paper suggests pre-tertiary instructional principles being guided by extramural as well as intramural incidental learning opportunities.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

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