A Causal Model of Enabling School Structure and School Mindfulness, Mediated by Academic Optimism, Affecting Student Achievement in Upper Secondary Education Schools under the Thailand Office of the Basic Education Commission

2018 ◽  
Author(s):  
Sornprapa Siripattarawit ◽  
Wisut Wichitputchraporn ◽  
Achara Niyamabha ◽  
Suphot Koedsuwan
Keyword(s):  
Student Achievement ◽  
Basic Education ◽  
Causal Model ◽  
Academic Optimism ◽  
School Structure ◽  
Upper Secondary Education ◽  
Education Commission ◽  
Enabling School Structure ◽  
Upper Secondary ◽  
School Mindfulness

scholarly journals The Multiple Stories in Finnish Roma Schooling

2021 ◽  
pp. 99-116
Author(s):  
Marko Stenroos ◽  
Jenni Helakorpi
Keyword(s):  
Basic Education ◽  
National Policy ◽  
Children And Youth ◽  
General Level ◽  
Level Of Education ◽  
Upper Secondary Education ◽  
Educational Trajectories ◽  
Upper Secondary ◽  
Good Reputation ◽  
Basic Education System

AbstractRegardless of the good reputation of the Finnish basic education system, Finnish Roma children fall behind the overall average in their performance of academic skills: Roma children face more challenges completing basic education and have more repeated school years. Furthermore, compared to the average, Roma youth apply less for upper secondary education and thus their general level of education remains low. However, looking at Roma education solely through problematic representations only provides a partial picture. In this article, based on two separate sets of fieldwork among Finnish Kaale Roma, we examine how teachers, Roma activists and mediators perceive the educational trajectories of Finnish Roma children and youth. The article seeks to scrutinize Finnish Roma schooling within the framework of the Finnish National Policy on Roma (NRIS). The analysis highlights the multiplicity of voices in the field, discusses the possibilities, and thus problematizes the single-aspect discourse on Roma education. Many countries in Central and Eastern Europe struggle with school and residential segregation, but Finnish Roma face different challenges.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Caracterrsticas de la Oferta de la Educaciin Media en Colombia (Upper Secondary Education in Colombia)

2017 ◽  
Author(s):  
Sandra Garcia ◽  
Darro Maldonado ◽  
Marcela Acosta ◽  
Nicolas Castro ◽  
David Granada ◽  
...  
Keyword(s):  
Secondary Education ◽  
Upper Secondary Education ◽  
Upper Secondary

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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